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Ultimate Guide to the AP Research Course and Assessment

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The Advanced Placement (AP) curriculum is administered by the College Board and serves as a standardized set of year-long high school classes that are roughly equivalent to one semester of college-level coursework. Although most students enroll in an actual course to prepare for their AP exams, many others will self-study for the exams without enrolling in the actual AP class.

AP classes are generally stand-alone subjects that easily translate to traditional college courses. Typically, they culminate in a standardized exam on which students are graded using a 5-point scale, which colleges and universities will use to determine credit or advanced standing. Starting in fall of 2014, though, this traditional AP course and exam format has begun to adapt in efforts by the College Board to reflect less stringent rote curriculum and a heavier emphasis on critical thinking skills.

The AP Capstone program is at the center of these changes, and its culmination course is AP Research. If you are interested in learning more about the AP Research Course and Assessment, and how they can prepare you for college-level work, read on for CollegeVine’s Ultimate Guide to the AP Research Course and Assessment.

About the Course and Assessment

The AP Research course is the second of two classes required for the AP Capstone™ Diploma . In order to enroll in this course you need to have completed the AP Seminar course during a previous year. Through that course, you will have learned to collect and analyze information with accuracy and precision, developed arguments based on facts, and effectively communicated your conclusions. During the AP Research course, you apply these skills on a larger platform. In the AP Research course, you can expect to learn and apply research methods and practices to address a real-world topic of your choosing, with the end result being the production and defense of a scholarly academic paper. Students who receive a score of 3 or higher on both the AP Seminar and AP Research courses earn an AP Seminar and Research Certificate™. Students who receive a score of 3 or higher on both courses and on four additional AP exams of their choosing receive the AP Capstone Diploma™.    

The AP Research course will guide you through the design, planning, and implementation of a year-long, research-based investigation to address a research question of interest to you. While working with an expert advisor, chosen by you with the help of your teacher, you will explore an academic topic, problem, or issue of your choosing and cultivate the skills and discipline necessary to conduct independent research and produce and defend a scholarly academic paper. Through explicit instruction in research methodology, ethical research practices, and documentation processes, you will develop a portfolio of scholarly work to frame your research paper and subsequent presentation of it.

Although the core content and skills remain standardized for every AP Research course, the implementation of this instruction may vary. Some AP Research courses may have a specific disciplinary focus wherein the course content is rooted in a specific subject, such as AP Research STEM Inquiries or AP Research Performing and Visual Arts. Similarly, other AP Research courses are offered in conjunction with a separate and specific AP class, such as AP Research and AP Biology wherein students are concurrently enrolled in both AP courses and content is presented in a cross-curricular approach. Alternatively, AP Research may be presented in the form of an internship wherein students who are already working with a discipline-specific expert adviser conduct independent studies and research of the student’s choosing while taking the AP Research class. Finally, some AP Research courses are delivered independently as a research methods class. In this style of class, students develop inquiry methods for the purpose of determining which method best fits their chosen topic of inquiry/research question, and each student then uses a selected method to complete his or her investigation.    

Only schools that currently offer the AP Capstone Diploma may offer the AP Research course. Because it is a part of a larger comprehensive, skills-based program, students may not self-study for the AP Research course or final paper. At this time, home-schooled students, home-school organizations, and online providers are not eligible to participate in AP Capstone.

Your performance in the AP Research course is assessed through two performance tasks. The first is the Academic Paper, which accounts for 75% of your total AP score. In this paper, you will present the findings of your yearlong research in 4,000-5,000 words. Although the official submission deadline for this task is April 30, the College Board strongly recommends that this portion of your assessment be completed by April 15 in order to allow enough time for the second of your performance tasks.

The second performance task is your Presentation and Oral Defense, which accounts for the remaining 25% of your total AP score. Using your research topic, your will prepare a 15-20 minute presentation in an appropriate format with appropriate accompanying media. Your defense will include fielding three to four questions from a panel consisting of your AP Research teacher and two additional panel members chosen at the discretion of your teacher.    

In 2016, fewer than 3,000 students submitted an AP Research project, but enrollment is projected to grow rapidly, since 12,000 students took the AP Seminar assessment in 2016 and most will presumably go on to submit an AP Research project in 2017. Scores from the 2016 AP Research projects reveal a high pass rate (score of three or higher) but a difficult rate of mastery. While 67.1% of students taking the assessments scored a three or higher, only 11.6% received the highest score of a five, while nearly 40% received a three. Only 2% of students submitting research projects received the lowest score of one.    

A full course description that can help to guide your planning and understanding of the knowledge required for the AP Research course and assessments can be found in the College Board course description .

Read on for tips for successfully completing the AP Research course.

How Should I Prepare for the AP Research Course?

As you undertake the AP Research course and performance tasks, you will be expected to conduct research, write a scholarly paper, and defend your work in a formal presentation.   Having already completed the AP Seminar course, these skills should be familiar to you. You should use your scores on the AP Seminar performance task to help guide your preparations for the AP Research performance tasks.

Carefully review your scores from AP Seminar. Make sure you understand where points were lost and why. It may be helpful to schedule a meeting with your AP Seminar teacher to review your work. Alternatively, your AP Research teacher may be willing to go over your AP Seminar projects with you. You might also ask a classmate to review your projects together to get a better idea of where points were earned and where points were lost. Use this review as a jumping point for your AP Research studies. You should go into the course with a good idea of where your strengths lie, and where you need to focus on improving.

A sample timeline for the AP Research course is available on page 36 of the course description . One detail worth noting is that the recommended timeline actually begins not in September with the start of the new school year, but instead begins in May with the completion of the AP Seminar course during the previous school year. It is then that you should begin to consider research topics, problems, or ideas. By September of the following school year, it is recommended that you have already finalized a research question and proposal, completed an annotated bibliography, and prepared to begin a preliminary inquiry proposal for peer review.    

What Content Will I Be Held Accountable For During the AP Research Course?

To be successful in the AP Research class, you will begin with learning to investigate relevant topics, compose insightful problem statements, and develop compelling research questions, with consideration of scope, to extend your thinking.   Your teacher will expect you to demonstrate perseverance through setting goals, managing time, and working independently on a long-term project. Specifically, you will prepare for your research project by:

• Identifying, applying, and implementing appropriate methods for research and data collection
• Accessing information using effective strategies
• Evaluating the relevance and credibility of information from sources and data
• Reading a bibliography for the purpose of understanding that it is a source for other research and for determining context, credibility, and scope
• Attributing knowledge and ideas accurately and ethically, using an appropriate citation style
• Evaluating strengths and weaknesses of others’ inquiries and studies

As in the AP Research course, you will continue to investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources in order to develop credible and valid evidence- based arguments. You will accomplish this through instruction in the AP Research Big Ideas, also called the QUEST Framework. These include:

• Question and Explore: Questioning begins with an initial exploration of complex topics or issues. Perspectives and questions emerge that spark one’s curiosity, leading to an investigation that challenges and expands the boundaries of one’s current knowledge.
• Understand and Analyze Arguments: Understanding various perspectives requires contextualizing arguments and evaluating the authors’ claims and lines of reasoning.
• Evaluate Multiple Perspectives: Evaluating an issue involves considering and evaluating multiple perspectives, both individually and in comparison to one another.
• Synthesize Ideas: Synthesizing others’ ideas with one’s own may lead to new understandings and is the foundation of a well-reasoned argument that conveys one’s perspective.
• Team, Transform, and Transmit: Teaming allows one to combine personal strengths and talents with those of others to reach a common goal. Transformation and growth occur upon thoughtful reflection. Transmitting requires the adaptation of one’s message based on audience and context.

In addition, you will use four distinct reasoning processes as you approach your research. The reasoning processes are situating, choosing, defending , and connecting . When you situate ideas, you are aware of their context in your own perspective and the perspective of others, ensuring that biases do not lead to false assumptions. When you make choices about ideas and themes, you recognize that these choices will have both intended and unintentional consequences. As you defend your choices, you explain and justify them using a logical line of reasoning. Finally, when you connect ideas you see intersections within and/or across concepts, disciplines, and cultures.

For a glossary of research terms that you should become familiar with, see page 62 of the course description .

How Will I Know If I’m Doing Well in the AP Research Course?

Because your entire score for the AP Research course is determined by your research paper and presentation, which come at the very end of the course, it can be difficult to gauge your success until that point. Do yourself a favor and do not wait until your final scores come back to determine how successful you have been in the course.

As you undertake the AP Research course, there will be many opportunities for formative assessments throughout the semester. These assessments are used to give both you and your teacher an idea of the direction of instruction needed for you to master the skills required in the AP Research course. You should use these assessments to your advantage and capitalize on the feedback you receive through each. A list of possible activities used for these assessments can be found on page 41 of the course description .

Another way that you and your teacher will track your progress is through your Process and Reflection Portfolio (PREP). The PREP serves to document your development as you investigate your research questions, thereby providing evidence that you have demonstrated a sustained effort during the entire inquiry process. You will review your PREP periodically with your teacher, who will use it as a formative assessment to evaluate your progress.

Throughout the course, you will be assigned prompts and questions to respond to in your PREP. You will use this portfolio to document your research or artistic processes, communication with your expert adviser, and reflections on your thought processes. You should also write freely, journaling about your strengths and weaknesses with regard to implementing such processes and developing your arguments or aesthetic rationales. 

Your final PREP should include:

• Table of contents
• Completed and approved proposal form
• Specific pieces of work selected by the student to represent what he or she considers to be the best showcase for his or her work. (Examples might include: in-class (teacher-directed) free-writing about the inquiry process, resource list, annotated bibliography of any source important to the student’s work, photographs, charts, spreadsheets, and/or links to videos or other relevant visual research/project artifacts, draft versions of selected sections of the academic paper, or notes in preparation for presentation and oral defense.)
• Documentation of permission(s) received from primary sources, if required — for example, permission(s) from an IRB or other agreements with individuals, institutions, or organizations that provide primary and private data such as interviews, surveys, or investigations
• Documentation or log of the student’s interaction with expert adviser(s) and the role the expert adviser(s) played in the student’s learning and inquiry process (e.g., What areas of expertise did the expert adviser have that the student needed to draw from? Did the student get the help he or she needed — and if not, what did he or she do to ensure that the research process was successful? Which avenues of exploration did the expert adviser help the student to discover?)
• Questions asked to and feedback received from peer and adult reviewers both in the initial stages and at key points along the way
• Reflection on whether or not the feedback was accepted or rejected and why
• Attestation signed by the student which states, “I hereby affirm that the work contained in this Process and Reflection Portfolio is my own and that I have read and understand the AP Capstone TM Policy on Plagiarism and Falsification or Fabrication of Information”

It cannot be stressed enough how important it is to maintain strong communications with your teacher as you progress through the AP Research course. Not only is your teacher your best resource for learning new skills and knowledge, but also it is your teacher who will be responsible for grading your final performance tasks and as such, you should always have a strong understanding of how your work is being assessed and the ways in which you can improve it. Remember, your teacher wants you to succeed just as much as you do; work together as a team to optimize your chances.

How Should I Choose a Research Topic?

You will begin to consider research topics before the school year even starts. If your AP Research class is offered in conjunction with another course, such as those rooted in a specific subject or linked to another concurrent AP course, you will have some idea of the direction in which your research should head. Regardless of whether you know the precise subject matter of your topic, you should begin by asking yourself what you want to know, learn, or understand. The AP Research class provides a unique opportunity for you to guide your own learning in a direction that is genuinely interesting to you. You will find your work more engaging, exciting, and worthwhile if you choose a topic that you want to learn more about.

As you begin to consider research topics, you should:

• Develop a list of topics and high-level questions that spark your interest to engage in an individual research project
• Identify potential expert advisers to guide you in the planning and development of your research project (For tips on how to find a mentor, read CollegeVine’s “ How to Choose a Winning Science Fair Project Idea ”)
• Identify potential opportunities (if you are interested) to perform primary research with an expert adviser during the summer, via internships or summer research projects for high school students offered in the community and local higher education institutions
• Discuss research project planning skills and ideas with students who are currently taking or have already taken the AP Research course

You might also find inspiration from reading about past AP Research topics. One list of potential research questions can be found here and another can be found here . Keep in mind that these lists make great starting points and do a good job of getting you thinking about important subjects, but your research topic should ultimately be something that you develop independently as the result of careful introspection, discussions with your teacher and peers, and your own preliminary research.

Finally, keep in mind that if you pursue a research project that involves human subjects, your proposal will need to be reviewed and approved by an institutional review board (IRB) before experimentation begins. Talk with your teacher to decide if this is the right path for you before you get too involved in a project that may not be feasible.

Once you have decided on a research topic, complete an Inquiry Proposal Form. This will be distributed by your teacher and can also be found on page 55 of the course description .

How Do I Conduct My Research?

By the time you begin your AP Research course, you will have already learned many of the basics about research methods during your AP Seminar course. You should be comfortable collecting and analyzing information with accuracy and precision, developing arguments based on facts, and effectively communicating your point of view. These will be essential skills as you move forward in your AP Research project.

As you undertake your work, remember the skills you’ve already learned about research:

• Use strategies to aid your comprehension as you tackle difficult texts.
• Identify the author’s main idea and the methods that he or she uses to support it.
• Think about biases and whether other perspectives are acknowledged.
• Assess the strength of research, products, and arguments.
• Look for patterns and trends as you strive to make connections between multiple arguments.
• Think about what other issues, questions, or topics could be explored further.

You should be certain to keep track of all sources used in your research and cite them appropriately. The College Board has a strict policy against plagiarism. You can read more about its specifics on page 60 of the course description .

How Do I Write My Paper?

Before you begin writing your final paper, make sure to thoroughly read the Task Overview handout which will be distributed by your teacher. If you would like to see it beforehand, it can be found on page 56 of the course description . You should also review the outline of required paper sections on page 49 of the course description .

Your paper must contain the following sections:

› Introduction

› Method, Process, or Approach

› Results, Product, or Findings

› Discussion, Analysis, and/or Evaluation

› Conclusion and Future Directions

› Bibliography

Before you begin writing, organize your ideas and findings into an outline using the sections listed above. Be sure to consider how you can connect and analyze the evidence in order to develop an argument and support a conclusion. Also think about if there are any alternate conclusions that could be supported by your evidence and how you can acknowledge and account for your own biases and assumptions. 

Begin your paper by introducing and contextualizing your research question or problem. Make sure to include your initial assumptions and/or hypothesis. Next, include a literature review of previous work in the field and various perspectives on your topic. Use the literature review to highlight the gap in the current field of knowledge to be addressed by your research project. Then, explain and justify your methodology, present your findings, evidence, or data, and interpret the significance of these findings. Discuss implications for further research or limitations of your existing project. Finally, reflect on the project, how it could impact its field, and any possible next steps. Your paper should conclude with a comprehensive bibliography including all of the sources used in your process.

Make sure to proofread and edit your paper yourself, have it proofread and edited by a friend, and then proofread and edit it again before you complete your final draft.

How Do I Prepare For My Oral Defense?

Once your paper is finished, you may be tempted to sit back and rest on your laurels. Although you’ve no doubt expended a tremendous about of energy in producing a final product you can be proud of, don’t forget that the work is not over yet. Your oral defense accounts for 25% of your total score so it should be taken seriously.

Your oral defense is a 15-20 minute presentation that uses appropriate media to present your findings to an oral defense panel. You may choose any appropriate format for your presentation, as long as the presentation reflects the depth of your research. If your academic paper was accompanied by an additional piece of scholarly work (e.g., performance, exhibit, product), you should arrange with your teacher for him or her, along with the panelists, to view the scholarly work prior to your presentation.

As you plan your presentation, consider how you can best appeal to your audience. Consider different mediums for your presentation, and how those mediums might affect your credibility as a presenter. You want to be engaging to your audience while still being taken seriously.

Following your presentation, you will field three or four questions from your panelists. These will include one question pertaining to your research or inquiry process, one question focused on your depth of understanding, and one question about your reflection throughout the inquiry process as evidenced in your PREP. The fourth question and any follow-up questions are at the discretion of the panel. A list of sample oral defense questions begins on page 52 of the course description . For a complete outline of the oral defense, see page 49 of the course description . 

How Will My Work Be Assessed?

Because this assessment is only available to students enrolled in the AP Capstone program, your teacher will register you for the assessment when you enroll in the course. You should confirm with your teacher that you are registered for the assessment no later than March 1. 

You will submit your final paper and complete your oral presentation no later than April 30, at which point your teacher will submit your work and scores through an AP Digital Portfolio. Your presentation will be scored by your teacher alone. Your paper will be scored by your teacher and validated by the College Board.

You may find the scoring rubric from the 2016 performance tasks available here . You may find a collection authentic student research papers and scoring explanations available here .

Preparing for any AP assessment can be a stressful process. Having a specific plan of attack and a firm grasp of how your work is assessed will help you to feel prepared and score well. Use CollegeVine’s Ultimate Guide to the AP Research Course and Assessment to help shape your understanding of the course and how to complete your performance tasks effectively. When submission day arrives, you should feel better prepared and informed about the work you have produced.

For more about information about APs, check out these CollegeVine posts:

• Can AP Tests Actually Save You Thousands of Dollars?

• Should I Take AP/IB/Honors Classes?

• How to Choose Which AP Courses and Exams to Take

• What If My School Doesn’t Offer AP or IB Courses?

• Are All APs Created Equal in Admissions?

Want access to expert college guidance — for free? When you create your free CollegeVine account, you will find out your real admissions chances, build a best-fit school list, learn how to improve your profile, and get your questions answered by experts and peers—all for free. Sign up for your CollegeVine account today to get a boost on your college journey.

Related CollegeVine Blog Posts

AP ® Research Syllabus

9 pacing guide, 9.1 unit 1: introduction.

July/August : Develop research ideas/topics and formulate focused research questions. [CR1a] [CR1b]

Use Workbook (pp. 18–26) as a guide to turn a problem statement in your field of inquiry into a focused research question. [CR1a]

E-mail your teacher with your proposed research topic and focused research question. You may submit multiple topics/questions if you have not decided on just one. [CR1g]

• focused: narrowing in scope
• valuable: contributes to a new understanding in the field
• feasible: replicable method that can be completed in a few months in time for the final paper deadline

August/September : Conduct preliminary research on a research topic. Begin annotated bibliography. Refine research question and begin research proposals. Gain familiarity with the academic paper rubric. [CR1b] [CR1c] [CR1d]

Refer to Workbook (pp. 6–9) to explore different ways of knowing across disciplines. [CR1c]

• In your PREP, reflect on how your chosen discipline engages in research using your collected sources as examples. [CR1f] [CR4a]

Use Workbook (pp. 64–81) as a guide to begin your annotated bibliography. Focus on the following points:

• Select a discipline-specific style (e.g., MLA, APA, or Chicago) used in your field of inquiry. Refer to Workbook (p. 65) and Purdue OWL for detailed documentation on citation styles.
• Select and use a reference management software such as Mendeley to organize your sources and integrate your bibliography into Microsoft Word or LaTeX.
• Go through the process of SMARTER searches to ensure that sources are situated in your topic of inquiry from multiple perspectives, relevant to your research question, and integrated into the broader field of knowledge (Workbook, pp. 75–76). [CR1c] [CR1d]
• Begin your annotated bibliography with 5–10 sources. Add 5–10 sources every week to your annotated bibliography until you have enough sources to develop a literature review. Refer to Workbook (pp. 77-81) for sample annotated bibliography entries.
• When finding sources, you should use the PAARC test to assess credibility, validity, and relevance (Workbook, pp. 82–83).

Go through previous AP Research sample papers . Annotate sample papers using the new AP Research paper rubic .

9.2 Unit 2: Topic to Proposal

October/November : Complete research proposals for approval. Synthesize annotated bibliography into literature review. [CR1d] [CR3]

As a class, we will go over important ethical pratices in research, including the following:

• AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information [CR2b]
• IRB process for research involving human subjects [CR2a]
• Consent forms for research participants [CR2a]
• Parental permission for research participants under age 18 [CR2a]

Do a dry run of an inquiry method using the Health Halos Experiment (Workbook, pp. 148–153). As a class, use this topic to fill out an inquiry proposal form as a sample.

With you own research topic, complete an initial draft of the inquiry proposal form. [CR3]

Use p. 77 of the Workbook as a reference to develop a brief elevator speech with an informal poster containing the following elements: [CR5]

• Proposal title
• Problem statement & research question
• Definitions, hypotheses, and importance of study
• Proposed research methods
• List of sources
• Develop slides to present elements of the inquiry proposal form for peer review. [CR1e] [CR1g] [CR5]

Revise inquiry proposal form to reflect peer review comments. [CR1e] [CR1f]

Submit inquiry proposal form to teacher for approval. If applicable, you should include IRB forms and identify potential expert advisors. You may not begin conducting research until your teacher approves your inquiry proposal form. [CR2a] [CR3]

• Store your PREP on a cloud server and share a password-protected URL link with your teacher for weekly progress check-ups.
• Create a folder in your PREP to document reflections on peer review comments as well as feedback from your teacher and expert advisors. [CR1f]

9.3 Unit 3: Research Methods

November/December : Learn and implement replicable research methods to address research question. [CR3]

Review Chapter 3 of Gray et al. (2007, pp. 33–56) for an overview on research design.

• Learn more about your research design and the specific research methods you will employ to conduct your research.
• As a starting point, establish if you will use qualitative, quantitative, or mixed methods. Reference “6. The Methodology” tab in USC Libraries Research Guides before you embark on more specific methods.

Review Chapters 8, 9, and 10 in Creswell (2009, pp. 145–225) for quantitative, qualitative, and mixed methods, respectively.

Create a research blueprint poster and present your proposed research design/methods to the class for peer review. [CR1e] [CR1g]

• Research question and hypothesis
• Literature review
• Continue to build more sources into annotated bibliography.
• Synthesize annotated bibliography into an initial literature review draft for the research proposal. [CR1d]
• Align research question with literature review and research methods. By the time you begin applying your research methods, your research question should no longer shift to ensure that you are not trying to make the data fit your question.
• Demonstrate that you are learning enough about your research methods to apply them properly in your own research. Create a separate folder in your PREP to document your learning process on research methods. [CR1f] [CR4a]

9.4 Unit 4: Academic Paper Drafts & Peer Review

January/February : Complete implementation of research methods. Undergo peer review of academic paper drafts. [CR3] [CR1e]

Finish conducting your research and documenting your results in your PREP. [CR4a]

Adapt your research proposal into the first draft of your academic paper. Refine the methods section of your paper to reflect findings from your research. Include a new section that analyzes and evaluates your results. Your conclusion should include limitations of the study and directions for future studies. [CR3]

• Submit your initial draft for peer review.
• File the peer review comments from your classmates into your PREP.

Develop slides on your research method and findings. Present results to the class for peer review. [CR1e] [CR1g]

9.5 Unit 5: Final Academic Paper, Presentation, and Oral Defense

March/April : Complete and submit final academic paper. Conduct 20-minute presentation with oral defense. [CR3] [CR5]

Incorporate peer review feedback into the second draft of the paper. [CR1e]

• Submit your second draft for a final round of peer review.

Refer to pages 58–59 of the AP Research Course and Exam Description for the list of oral defense questions. You will receive one question per section for a total of three questions and possibly some follow-up questions. [CR5]

• In your PREP, outline some responses to these questions as preparation for your oral defense. You will not know ahead of time which questions the panel will ask, so do not try to memorize responses.

Finalize academic paper and submit it to AP Digital Portfolio. Your teacher will dedicate class time for students to upload their final papers a few days before the official deadline. [CR3]

Sign up for a 20-minute time slot to present and orally defend your research. Prior to the presentations, we will go over the presentation and oral defense rubric . The presentations and oral defense will be recorded. [CR5]

9.6 Unit 6: Beyond AP Research

May/June : Finalize PREP and begin introduction to research tools necessary for research at the undergraduate and graduate levels.

Finalize your PREP with the following points in mind: [CR4a]

Include a readme file that documents the contents and purpose of each folder and file in your PREP. Anyone who reads through your readme file should be able to understand how to navigate your PREP without ever having worked with you during the research process.

Finalize data documentation that includes metadata (i.e., data about the data) and step-by-step instructions that show how you used the data in your research methods to arrive at your results. Anyone with your PREP should be able to locate the data documentation file from your readme file descriptions and follow your instructions to replicate your results.

Explore current best practices of reproducible research.

• R (using RStudio)
• LaTeX (using TeXStudio)
• R Sweave (Rnw files = R + LaTeX)
• R Markdown (R + Markdown to produce HTML, Word, LaTeX, and PDF outputs)
• Instead of saving multiple versions of the same file with version numbers appended to the file name, you can use just one file and commit changes to a repository, which will store metadata about each version of the file.

Develop a basic static website to showcase your research for college applications and future employment.

• We will use the R blogdown package to develop a basic static website with Hugo, an open-source website generator. Hosting the site is completely optional.
• Research portfolio
• Research blog posts
• Publication section

🔍 AP Research - Score Calculator

Fill out the info below, and pep will predict your ap score 🪄.

Based on 2023 Exam Scoring Guidelines - these scores may not be 100% accurate

Section I : College Board Scored

Section ii : teacher scored, college board scored, teacher scored, weighted score, predicted ap score.

12.50% of students achieved this score last year.

Don't fret! Keep going to strengthen your knowledge.

AP Score Calculator FAQ

How does this 🔍 ap research score calculator work.

Adjust the sliders to guesstimate which rubric points you think you’ll get. The calculator will apply the accurate score weights + give you an estimated final score! (Pep’s final form will change depending on your score 🌶️)

Exam sections and scoring

• Every AP subject has standardized sections on the exam. They usually include multiple choice and free response questions.
• Each section is worth some number of points based on 1) the number of questions and 2) sometimes a scoring rubric. Each section also has a different weight on your final score.

Is it accurate?

Yes! The weights of the score + the points possible are very accurate, based on info from the Course & Exam Descriptions and Scoring Guidelines from the 2023 AP exams.

(If you notice any errors, please email us at [email protected] so we can fix it!)

The one area that can’t be perfectly accurate is how we determined the final predicted scores (College Board doesn’t publish the “cut points” for each scores.)

We used old released exams and other calculators to estimate “if you earned this % of points, you would earn this score”:

• 75% or more = 5

These are meant to be benchmarks to give a rough idea of where you might fall, but the actual numbers are adjusted each year to be based on the curve. We’re probably pretty close though.

How are the 🔍 AP Research exams scored?

• Multiple Choice questions are graded with a computer, those are super easy to grade quickly.
• Some teachers do this remotely and grade online, others are physically in person reading essays. They sit together at tables in huge conference centers for ~1 week to go through every single essay.
• These educators are truly rooting for you to get as many points as you can. When there is a high scoring essay, the table quietly celebrates 🥳
• Total scores for multiple choice and free response are combined, then translated into a 5-point scale.

What is a good score on the 🔍 AP Research exam?

It’s all relative (really). We tend to think your score matters far less in the long run, so there really isn’t such thing as a “bad score”.  Taking the test and going through the process is correlated with going to and doing better in college.

Technically, a “3” is considered passing because it’s the lowest score that can earn college credit. Some colleges require 4s or 5s. And some (elite) colleges don’t give credit at all.

You can search all colleges for their AP Credit policy here:  https://apstudents.collegeboard.org/getting-credit-placement/search-policies

What were last year’s 🔍 AP Research scores?

College Board publishes the distribution of scores for every subject so you can see what % earned each score on the 5-point scale:  https://apstudents.collegeboard.org/about-ap-scores/score-distributions

We listed these on the calculator as well :)

How can I improve my 🔍 AP Research scores?

This calculator is useful because it’s a baseline. Once you know your strengths and weaknesses, you can make a plan to improve!

In the weeks leading up to the exam, you should do a few things:

Take the time to review all the content. Don’t reread the textbook or anything, but remind yourself of all the key topics.

Go through the study guides and find areas where you remember less content:  https://library.fiveable.me/

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Teacher lawsuits over forced grade inflation won’t fix unfair grading – here’s what could

Associate Professor of Teaching and Leadership, University of North Dakota

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Laura Link does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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After refusing to give some students grades they hadn’t earned, high school chemistry teacher Toni Ognibene sued the Clovis Unified School District in California for allegedly retaliating against her. The lawsuit was filed in December 2023.

In 2020, Michael Ramsaroop, a teacher at the Academy of Hospitality and Tourism High School in Brooklyn, New York, sued his principal , his union and the city’s Department of Education after he was fired following a series of disputes that began when he refused to change his students’ grades.

In 2018, fifth grade teacher Sheri Mimbs sued Henry County Schools in Georgia . She claimed she was fired in 2017 for objecting to the assistant principal’s directive to change a number of zeroes she reported for students’ missing assignments. The district had a policy, she asserts, indicating that a failing grade of 60% is the lowest possible score a student can receive on any particular assignment or exam.

Ognibene, Ramsaroop and Mimbs are among a growing group of teachers rebelling against orders to change grades – and filing federal lawsuits to allege they’ve been disciplined for their refusals or protests.

They object to directives to ease grading standards, pass failing students and implement minimum grade policies – for example, policies requiring all students to receive a grade no less than a “D” or 60%. The educators assert that these are dishonest and unfair practices that misrepresent students’ true academic performance.

As a scholar of education who studies grading practices , I view these lawsuits as proof that some districts are undermining teacher autonomy and disregarding the importance of accurate grades. I’m also aware that in many cases, administrators are trying to correct unfair grading itself.

I believe the system needs serious reforms, and I have some ideas.

Lawsuits over ‘grade inflation’

Each of these lawsuits is alike despite differences in geography, subject matter and grade level.

Ognibene said she received a formal “Memorandum of Concern” after resisting pressure to raise students’ grades on multiple occasions. “I didn’t want to do it, but along with being against it for ethical and moral reasons, my credential was at risk,” Ognibene told the Sacramento Bee . Her lawsuit is pending.

Ramsaroop alleges that his refusal to inflate grades began a series of disputes that led to his 2017 termination. The principal “created a hostile work environment based upon his age and seniority at the Academy … in retaliation for his opposition to falsifying student grades,” the lawsuit claims . Ramsaroop’s lawsuit was dismissed in 2022.

Likewise, in 2018, Mimbs alleged that she was fired for protesting an administrator directive to not give grades below 60%. The case, dismissed on technical grounds, was revived by the Georgia Supreme Court in 2022. It is still pending. Mimbs, meanwhile, says she hasn’t been able to find a teaching job since her firing.

If teachers give students grades they haven’t earned, “how do we know when kids are failing or when they’re doing well?” Mimbs asked WSB-TV in Atlanta.

It’s an important question. Grades remain the primary basis for making important decisions about students. They determine a student’s promotion, honor roll status and enrollment in advanced or remedial classes. They factor into special education services and college admissions. Parents turn to grades to reward their child or determine if support, such as tutoring, is needed.

Everyone involved – the school, the teacher, the specific student, their classmates and colleges – suffers harm when grades are inaccurate, inflated and unjustified .

Research shows bias, inequity in grading is real

Still, there are serious concerns with how grading works. As I wrote for The Conversation in March 2023, there is also a wave of litigation across the U.S. in which students and parents are suing schools over grading schemes they claim are unjust and inappropriate.

While teacher autonomy is a bedrock tradition in education , my research shows it also results in inconsistency, inequity and even unreliability . What one teacher considers a quality assignment or paper, for example, can differ greatly from another. Teachers often include aspects of students’ behavior, such as effort and participation, in the grades they assign.

I contend that mixing students’ behavior with their academic performance distorts the meaning of grades and diminishes their academic accuracy. Students of color may get lower grades when teachers’ implicit biases influence how they consider behavioral factors when assigning grades, studies show.

Minimum grade requirements, then, are a way some schools address these issues. But multiple recent investigations show that report-card grades often don’t accurately reflect how students perform on tests at the end of the year.

Three ways to fix the problem

School leaders shouldn’t wait until a conflict arises to ensure grade integrity. Here are three practical steps administrators can take to head off problems in advance.

First, schools could conduct gradebook audits throughout each marking period to detect common issues like grade deflation, in which an overabundance of lower-than-expected grades or lack of grades are reported. A proactive intervention could avert headaches later.

Second, schools can create grade reports using a three- to five-point scale. This would provide a more accurate reflection of academic proficiency than a conventional 100-point scale. In a three- to five-point scale, a zero or low number wouldn’t excessively penalize a student for one missed assignment or poor performance early in a marking period. Students would still be able to recover from low scores , and this provides an incentive to try.

Finally, teachers could use grading rubrics that are explained to students at the start of the semester or when an assignment is given. As I have written , by establishing clear and detailed criteria for grading, teachers can be more transparent and lessen the potential for their own biases to affect how they grade.

Conflict over grades is a fixable problem. The teachers who are suing feel it’s a professional affront to be forced to alter grades, and families suing believe the grading systems are unfair. Both have important points and perspectives. If these three proactive solutions are implemented, many of the conflicts and legal challenges over grades can be averted.

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Toxic: How the search for the origins of COVID-19 turned politically poisonous

FILE - A security person moves journalists away from the Wuhan Institute of Virology after a World Health Organization team arrived for a field visit in Wuhan in China’s Hubei province on Feb. 3, 2021. The hunt for COVID-19 origins has gone dark in China. An AP investigation drawing on thousands of pages of undisclosed emails and documents and dozens of interviews found feuding officials and fear of blame ended meaningful Chinese and international efforts to trace the virus almost as soon as they began, despite years of public statements to the contrary. (AP Photo/Ng Han Guan, File)

FILE - A volunteer looks out near a Chinese national flag during a farewell ceremony for the last group of medical workers who came from outside Wuhan to help the city during the coronavirus outbreak in Wuhan in central China’s Hubei province on April 15, 2020. The hunt for COVID-19 origins has gone dark in China. An AP investigation drawing on thousands of pages of undisclosed emails and documents and dozens of interviews found feuding officials and fear of blame ended meaningful Chinese and international efforts to trace the virus almost as soon as they began, despite years of public statements to the contrary. (AP Photo/Ng Han Guan, File)

FILE - A farewell ceremony is held for the last group of medical workers who came from outside Wuhan to help the city during the coronavirus outbreak in Wuhan in central China’s Hubei province on April 15, 2020. The hunt for COVID-19 origins has gone dark in China. An AP investigation drawing on thousands of pages of undisclosed emails and documents and dozens of interviews found feuding officials and fear of blame ended meaningful Chinese and international efforts to trace the virus almost as soon as they began, despite years of public statements to the contrary. (AP Photo/Ng Han Guan, File)

FILE - A policeman moves journalists back from a farewell event held for the last group of medical workers who came from outside Wuhan to help the city during the coronavirus outbreak in Wuhan in central China’s Hubei province on April 15, 2020. The hunt for COVID-19 origins has gone dark in China. An AP investigation drawing on thousands of pages of undisclosed emails and documents and dozens of interviews found feuding officials and fear of blame ended meaningful Chinese and international efforts to trace the virus almost as soon as they began, despite years of public statements to the contrary. (AP Photo/Ng Han Guan, File)

FILE - A security guard waves for journalists to clear the road after a convoy carrying the World Health Organization team entered the Huanan Seafood Market on the third day of a field visit in Wuhan in central China’s Hubei province on Jan. 31, 2021. The hunt for COVID-19 origins has gone dark in China. An AP investigation drawing on thousands of pages of undisclosed emails and documents and dozens of interviews found feuding officials and fear of blame ended meaningful Chinese and international efforts to trace the virus almost as soon as they began, despite years of public statements to the contrary. (AP Photo/Ng Han Guan, File)

FILE - A photographer on a tall ladder tries to take photos of the World Health Organization convoy after it entered the Huanan Seafood Market on the third day of field visit in Wuhan in central China’s Hubei province on Jan. 31, 2021. The hunt for COVID-19 origins has gone dark in China. An AP investigation drawing on thousands of pages of undisclosed emails and documents and dozens of interviews found feuding officials and fear of blame ended meaningful Chinese and international efforts to trace the virus almost as soon as they began, despite years of public statements to the contrary. (AP Photo/Ng Han Guan, File)

FILE - Marion Koopmans, right, and Peter Ben Embarek, center, of the World Health Organization team say farewell to their Chinese counterpart Liang Wannian, left, after a WHO-China Joint Study Press Conference at the end of the WHO mission in Wuhan, China, on Feb. 9, 2021. The hunt for COVID-19 origins has gone dark in China. An AP investigation drawing on thousands of pages of undisclosed emails and documents and dozens of interviews found feuding officials and fear of blame ended meaningful Chinese and international efforts to trace the virus almost as soon as they began, despite years of public statements to the contrary. (AP Photo/Ng Han Guan, File)

FILE - Peter Ben Embarek of a World Health Organization team attends a joint press conference at the end of their mission to investigate the origins of the coronavirus pandemic in Wuhan in central China’s Hubei province on Feb. 9, 2021. The hunt for COVID-19 origins has gone dark in China. An AP investigation drawing on thousands of pages of undisclosed emails and documents and dozens of interviews found feuding officials and fear of blame ended meaningful Chinese and international efforts to trace the virus almost as soon as they began, despite years of public statements to the contrary. (AP Photo/Ng Han Guan, File)

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BEIJING (AP) — The hunt for the origins of COVID-19 has gone dark in China, the victim of political infighting after a series of stalled and thwarted attempts to find the source of the virus that killed millions and paralyzed the world for months.

The Chinese government froze meaningful domestic and international efforts to trace the virus from the first weeks of the outbreak, despite statements supporting open scientific inquiry, an Associated Press investigation found. That pattern continues to this day, with labs closed, collaborations shattered, foreign scientists forced out and Chinese researchers barred from leaving the country.

The investigation drew on thousands of pages of undisclosed emails and documents and dozens of interviews that showed the freeze began far earlier than previously known and involved political and scientific infighting in China as much as international finger-pointing.

As early as Jan. 6, 2020, health officials in Beijing closed the lab of a Chinese scientist who sequenced the virus and barred researchers from working with him.

Scientists warn the willful blindness over coronavirus’ origins leaves the world vulnerable to another outbreak, potentially undermining pandemic treaty talks coordinated by the World Health Organization set to culminate in May.

At the heart of the question is whether the virus jumped from an animal or came from a laboratory accident. A U.S. intelligence analysis says there is insufficient evidence to prove either theory, but the debate has further tainted relations between the U.S. and China.

Unlike in the U.S., there is virtually no public debate in China about whether the virus came from nature or from a lab leak. In fact, there is little public discussion at all about the source of the disease, first detected in the central city of Wuhan.

Crucial initial efforts were hampered by bureaucrats in Wuhan trying to avoid blame who misled the central government; the central government, which muzzled Chinese scientists and subjected visiting WHO officials to stage-managed tours; and the U.N. health agency itself, which may have compromised early opportunities to gather critical information in hopes that by placating China, scientists could gain more access, according to internal materials obtained by AP.

In a faxed statement, China’s Foreign Ministry defended China’s handling of research into the origins, saying the country is open and transparent , shared data and research, and “made the greatest contribution to global origins research.” The National Health Commission, China’s top medical authority, said the country “invested huge manpower, material and financial resources” and “has not stopped looking for the origins of the coronavirus.”

It could have played out differently, as shown by the outbreak of SARS , a genetic relative of COVID-19, nearly 20 years ago. China initially hid infections then, but WHO complained swiftly and publicly. Ultimately, Beijing fired officials and made reforms. The U.N. agency soon found SARS likely jumped to humans from civet cats in southern China and international scientists later collaborated with their Chinese counterparts to pin down bats as SARS’ natural reservoir.

But different leaders of both China and WHO, China’s quest for control of its researchers, and global tensions have all led to silence when it comes to searching for COVID-19’s origins. Governments in Asia are pressuring scientists not to look for the virus for fear it could be traced inside their borders.

Even without those complications, experts say identifying how outbreaks begin is incredibly challenging and that it’s rare to know with certainty how some viruses begin spreading.

“It’s disturbing how quickly the search for the origins of (COVID-19) escalated into politics,” said Mark Woolhouse, a University of Edinburgh outbreak expert. “Now this question may never be definitively answered.”

A security person moves journalists away from the Wuhan Institute of Virology after a World Health Organization team arrived for a field visit in Wuhan in China’s Hubei province on Feb. 3, 2021. (AP Photo/Ng Han Guan, File)

CLOUDS OF SECRECY

Secrecy clouds the beginning of the outbreak. Even the date when Chinese authorities first started searching for the origins is unclear.

The first publicly known search for the virus took place on Dec. 31, 2019, when Chinese Center for Disease Control scientists visited the Wuhan market where many early COVID-19 cases surfaced.

However, WHO officials heard of an earlier inspection of the market on Dec. 25, 2019, according to a recording of a confidential WHO meeting provided to AP by an attendee. Such a probe has never been mentioned publicly by either Chinese authorities or WHO.

In the recording, WHO’s top animal virus expert, Peter Ben Embarek, mentioned the earlier date, describing it as “an interesting detail.” He told colleagues that officials were “looking at what was on sale in the market, whether all the vendors have licenses (and) if there was any illegal (wildlife) trade happening in the market.”

A colleague asked Ben Embarek, who is no longer with WHO, if that seemed unusual. He responded that “it was not routine,” and that the Chinese “must have had some reason” to investigate the market. “We’ll try to figure out what happened and why they did that.”

Ben Embarek declined to comment. Another WHO staffer at the Geneva meeting in late January 2020 confirmed Ben Embarek’s comments.

The Associated Press could not confirm the search independently. It remains a mystery if it took place, what inspectors discovered, or whether they sampled live animals that might point to how COVID-19 emerged.

Peter Ben Embarek of a World Health Organization team attends a joint press conference at the end of their mission to investigate the origins of the coronavirus pandemic in Wuhan in China’s Hubei on Feb. 9, 2021. (AP Photo/Ng Han Guan, File)

A Dec. 25, 2019, inspection would have come when Wuhan authorities were aware of the mysterious disease. The day before, a local doctor sent a sample from an ill market vendor to get sequenced that turned out to contain COVID-19. Chatter about the unknown pneumonia was spreading in Wuhan’s medical circles, according to one doctor and a relative of another who declined to be identified, fearing repercussions.

A scientist in China when the outbreak occurred said they heard of a Dec. 25 inspection from collaborating virologists in the country. They declined to be named out of fear of retribution.

WHO said in an email that it was “not aware” of the Dec. 25 investigation. It is not included in the U.N. health agency’s official COVID-19 timeline .

When China CDC researchers from Beijing arrived on Jan. 1 to collect samples at the market, it had been ordered shut and was already being disinfected, destroying critical information about the virus. Gao Fu, then head of the China CDC, mentioned it to an American collaborator.

“His complaint when I met him was that all the animals were gone,” said Columbia University epidemiologist Ian Lipkin.

Marion Koopmans, right, and Peter Ben Embarek, center, of the World Health Organization team say farewell to their Chinese counterpart Liang Wannian, left, after a WHO-China Joint Study Press Conference at the end of the WHO mission in Wuhan, China, on Feb. 9, 2021. (AP Photo/Ng Han Guan, File)

Robert Garry, who studies viruses at Tulane University, said a Dec. 25 probe would be “hugely significant,” given what is known about the virus and its spread.

“Being able to swab it directly from the animal itself would be pretty convincing and nobody would be arguing” about the origins of COVID-19, he said.

But perhaps local officials simply feared for their jobs, with memories of firings after the 2003 SARS outbreak still vivid, said Ray Yip, the founding head of the U.S. Centers for Disease Control and Prevention outpost in China.

“They were trying to save their skin, hide the evidence,” Yip said.

The Wuhan government did not respond to a faxed request for comment.

Another early victim was Zhang Yongzhen, the first scientist to publish a sequence of the virus . A day after he wrote a memo urging health authorities to action, China’s top health official ordered Zhang’s lab closed.

“They used their official power against me and our colleagues,” Zhang wrote in an email provided to AP by Edward Holmes, an Australian virologist.

On Jan. 20, 2020, a WHO delegation arrived in Wuhan for a two-day mission. China did not approve a visit to the market, but they stopped by a China CDC lab to examine infection prevention and control procedures, according to an internal WHO travel report. WHO’s then-China representative, Dr. Gauden Galea, told colleagues in a private meeting that inquiries about COVID-19’s origins went unanswered.

By then, many Chinese were angry at their government . Among Chinese doctors and scientists, the sense grew that Beijing was hunting for someone to blame.

“There are a few cadres who have performed poorly,” Chinese leader Xi Jinping said in unusually harsh comments in February . “Some dare not take responsibility, wait timidly for orders from above, and don’t move without being pushed.”

The government opened investigations into top health officials, according to two former and current China CDC staff and three others familiar with the matter. Health officials were encouraged to report colleagues who mishandled the outbreak to Communist Party disciplinary bodies, according to two of the people.

Some people both inside and outside China speculated about a laboratory leak. Those suspicious included right-wing American politicians , but also researchers close to WHO.

The focus turned to the Wuhan Institute of Virology, a high-level lab that experimented with some of the world’s most dangerous viruses.

In early February 2020, some of the West’s leading scientists, headed by Dr. Jeremy Farrar, then at Britain’s Wellcome Trust, and Dr. Anthony Fauci, then director of the U.S. National Institutes of Health, banded together to assess the origins of the virus in calls, a Slack channel and emails.

They drafted a paper suggesting a natural evolution, but even among themselves, they could not agree on the likeliest scenario. Some were alarmed by features they thought might indicate tinkering.

“There have (been) suggestions that the virus escaped from the Wuhan lab,” Holmes, the Australian virologist, who believed the virus originated in nature, wrote in a Feb. 7, 2020, email. “I do a lot of work in China, and I can (assure) you that a lot of people there believe they are being lied to.”

American scientists close to researchers at the Wuhan Institute of Virology warned counterparts there to prepare.

James LeDuc, head of a Texas lab, emailed his Wuhan colleague on Feb. 9, 2020, saying he’d already been approached by U.S. officials. “Clearly addressing this will be essential, with any kind of documentation you might have,” he wrote.

The Chinese government was conducting its own secret investigation into the Wuhan Institute. Gao, the then-head of the China CDC, and another Chinese health expert revealed its existence in interviews months and years later . Both said the investigation found no evidence of wrongdoing, which Holmes, the Australian virologist, also heard from another contact in China. But Gao said even he hadn’t seen further details , and some experts suspect they may never be released.

WHO started negotiations with China for a further visit with the virus origins in mind, but it was China’s Foreign Ministry that decided the terms.

Scientists were sidelined and politicians took control. China refused a visa for Ben Embarek, then WHO’s top animal virus expert. The itinerary dropped nearly all items linked to an origins search, according to draft agendas for the trip obtained by the AP. And Gao, the then-head of the China CDC who is also a respected scientist tasked with investigating the origins, was left off the schedule.

Instead, Liang Wannian, a politician in the Communist Party hierarchy, took charge of the international delegation. Liang is an epidemiologist close to top Chinese officials and China’s Foreign Ministry who is widely seen as pushing the party line, not science-backed policies , according to nine people familiar with the situation who declined to be identified to speak on a sensitive subject.

Liang ruled in favor of shutting the Wuhan market at the beginning of the outbreak, according to a Chinese media interview with a top China CDC official that was later deleted . Significantly, it was Liang who promoted an implausible theory that the virus came from contaminated frozen food imported into China. Liang did not respond to an emailed request for comment.

Most of the WHO delegation was not allowed to go to Wuhan, which was under lockdown. The few who did learned little. They again had no access to the Wuhan Institute of Virology or the wildlife market and obtained only scant details about China CDC efforts to trace the coronavirus there.

On the train, Liang lobbied the visiting WHO scientists to praise China’s health response in their public report. Dr. Bruce Aylward, a senior adviser to WHO Director-General Tedros Adhanom Ghebreyesus, saw it as the “best way to meet China’s need for a strong assessment of its response.”

The new section was so flattering that colleagues emailed Aylward to suggest he “dial it back a bit.”

“It is remarkable how much knowledge about a new virus has been gained in such a short time,” read the final report, which was reviewed by China’s top health official before it went to Tedros.

As criticism of China grew, the Chinese government deflected blame. Instead of firing health officials, they declared their virus response a success and closed investigations into the officials with few job losses.

“There were no real reforms, because doing reforms means admitting fault,” said a public health expert in contact with Chinese health officials who asked not to be identified because of the sensitivity of the matter.

In late February 2020, the internationally respected doctor Zhong Nanshan appeared at a news conference and said that “the epidemic first appeared in China, but it did not necessarily originate in China.”

A policeman moves journalists back from a farewell event held for the last group of medical workers who came from outside Wuhan to help the city during the coronavirus outbreak in Wuhan in central China’s Hubei province on April 15, 2020. (AP Photo/Ng Han Guan, File)

Days later, Chinese leader Xi ordered new controls on virus research . A leaked directive from China’s Publicity Department ordered media not to report on the virus origins without permission , and a public WeChat account reposted an essay claiming the U.S. military created COVID-19 at a Fort Detrick lab and spread it to China during a 2019 athletic competition in Wuhan. Days later, a Chinese Foreign Ministry spokesperson repeated the accusation .

The false claims enraged U.S. President Donald Trump, who began publicly blaming China for the outbreak, calling COVID-19 “the China virus” and the “kung-flu.”

Chinese officials told WHO that blood tests on lab workers at the Wuhan Institute of Virology were negative, suggesting COVID-19 wasn’t the result of a lab accident there. But when WHO pressed for an independent audit, Chinese officials balked and demanded WHO investigate the U.S. and other countries as well.

By blaming the U.S., Beijing diverted blame. It was effective in China , where many Chinese were upset by racially charged criticism . But outside China, it fueled speculation of a lab leak coverup.

By the time WHO led another visit to Wuhan in January 2021, a year into the pandemic, the atmosphere was toxic.

Liang, the Chinese health official in charge of two earlier WHO visits, continued to promote the questionable theory that the virus was shipped into China on frozen food. He suppressed information suggesting it could have come from animals at the Wuhan market, organizing market workers to tell WHO experts no live wildlife was sold and cutting recent photos of wildlife at the market from the final report. There was heavy political scrutiny, with numerous Chinese officials who weren’t scientists or health officers present at meetings.

Despite a lack of direct access, the WHO team concluded that a lab leak was “extremely unlikely.” So it was infuriating to Chinese officials when WHO chief Tedros said it was “premature” to rule out the lab leak theory, saying such lab accidents were “common,” and pressed China to be more transparent.

China told WHO any future missions to find COVID-19 origins should be elsewhere, according to a letter obtained by AP. Since then, global cooperation on the issue has ground to a halt; an independent group convened by WHO to investigate the origins of COVID-19 in 2021 has been stymied by the lack of cooperation from China and other issues.

Chinese scientists are still under heavy pressure, according to 10 researchers and health officials. Researchers who published papers on the coronavirus ran into trouble with Chinese authorities. Others were barred from travel abroad for conferences and WHO meetings. Gao, the then-director of the China CDC, was investigated after U.S. President Joe Biden ordered a review of COVID-19 data, and again after giving interviews on the virus origins.

New evidence is treated with suspicion. In March 2023, scientists announced that genetic material collected from the market showed raccoon dog DNA mixed with COVID-19 in early 2020, data that WHO said should have been publicly shared years before. The findings were posted, then removed by Chinese researchers with little explanation.

The head of the China CDC Institute of Viral Disease was forced to retire over the release of the market data, according to a former China CDC official who declined to be named to speak on a sensitive topic.

“It has to do with the origins, so they’re still worried,” the former official said. “If you try and get to the bottom of it, what if it turns out to be from China?”

Other scientists note that any animal from which the virus may have originally jumped has long since disappeared.

“There was a chance for China to cooperate with WHO and do some animal sampling studies that might have answered the question,” said Tulane University’s Garry. “The trail to find the source has now gone cold.”

Cheng reported from Geneva.