Being the mighty administer of the spring AP tests, the CollegeBoard structures the curriculum that an AP teacher must adhere to in order to adequately prepare students for the exam. The CollegeBoard makes a handful of extraordinary claims about its AP program.
“AP can change your life. Through college-level AP courses, you enter a universe of knowledge that might otherwise remain unexplored in high school; through AP Exams, you have the opportunity to earn credit or advanced standing at most of the nation's colleges and universities.”
In reality, how transformational and beneficial is an AP course? Any serious student or teacher must want to know the answer.
Mr. Peters, Dean of Admission and College Counseling, says, “Colleges want to see you taking a rigorous curriculum and AP is the highest level at Wayland.”
Wayland has a required benefit that most other schools make optional. Mr. Peters says “All of our students take the exam, and 70 to 80 percent score a three or better.”
Truly, a phenomenon is taking place at Wayland. What is the backbone of this success? The teachers.
Ms. Alpaugh explains what makes students successful. “My United States History AP class gives students the opportunity to go at a faster pace, go more in depth in the material, and improve their writing skills.”
This technique is surely working. Ms. Alpaugh says, “The test scores give the kids an idea of where they rank in the nation; Our kids come out way above the national average.”
Mrs. Bleifuss explains well why students take an AP class. “You can take an AP class for two reasons: To get exposed to the material or to place out of the college class.” Her personal insight into the structure of an AP Biology class is fascinating.
Bleifuss continues, “Science should be a process and not a memorization of facts. Even though the College Board stresses that we should teach themes, the amount of work we have to complete makes that virtually impossible.” It seems that the busy work can get in the way of key concepts. Many students wonder if taking an AP course can get them out of the equivalent college class.
In regards to her niche, Mrs. Bleifuss says, “Most colleges, even though they might give you credit for the Biology AP class, will want you to take the introductory course to get familiar with their lab equipment.”
Even with some of the drawbacks of an AP class, Mrs. Bleifuss says, “AP classes get the students prepared for college level work.”
Mr. Schneider concurs that, “An AP Spanish class prepares students for the rigors of a college level course.”
Ms. Eisenriech says, “AP classes give students a glimpse of the workload of a college class.” As to how wide a view an AP class gives a student, Ms. Eisenreich will fill in the details in person.
Reminding us of an important point, Dr. Lake says, “[She] can teach a solid Latin class without having to follow the AP curriculum.” This reminds all teachers that AP is not the sole judge on the quality of a high school class. Individual teachers, better than CollegeBoard, can determine what is necessary and pertinent in their given subject.
Students have the unique perspective of seeing how well AP is carrying out its mission. These recipients know best whether AP techniques are preparing and stretching them academically.
Sarah Murphy says, “AP classes are helpful because they show colleges the level of work we have been doing. Some AP classes have definitely stretched me academically, but others were a joke. I learned little in my Calculus class.”
The AP terrain is bumpy depending on circumstances. Certain teachers find preparing students for a test at the end of the year a trying struggle. Their teaching style can be more in tune with leading the class where the interests of the students lie, rather than where CollegeBoard says they should be.
Offering a suggestion to the Academy, Sarah Murphy continues. “I wish Wayland had a Honors level Trigonometry class. This would have made Calculus easier.”
Katie Corbin sees a double benefit to AP classes. She says, “AP classes are helpful because they boost your GPA and they will make college classes easier.”
Jeff Butke feels that, “Colleges are beginning to look more favorably on AP classes.” Jeff figures that AP classes can only help so much. He has taken AP Biology but says, “I want to go into medicine, so colleges will not take anything attributed to my major.” Jeff also pointed to an area of the curriculum that Wayland could expand.
Butke says, “I wanted to take a non-AP calculus class, but Wayland only offers Calculus in the AP format.” Both Corbin and Butke said that they would take Calculus as a non-AP if it were offered.
Looking from the outside in, Adam Benavides says, “I have not been in an AP class, but I think they are an important and rewarding goal for students.”
Yet to take any AP classes, Austin Scholz says, “I think that AP classes are helping students get college credit, but not necessarily helping them get into college.” Scholz was unsure of what AP classes he plans on taking, but plans to use them for his benefit.
Dreaming about the future, Brooke Schumann says, “I plan on taking Biology AP; I think it will really help me in the long run because AP classes give students at a higher level the opportunity to learn more advanced material.” Goals at an early age have a better chance of being met.
Reflecting on where he has been and anticipating the future, Brendan Wienstein has tons to say about AP classes. “When I graduate, I will have taken 12 AP exams. This will put me in place for a state award, although I would rather have taken classes of personal interest.” Sometimes one sacrifices wants for loftier goals.
Brendan says that one downfall of AP is that students fight to compare each other. “I don’t like the idea of turning academics into a competitive environment.” He leans more on the idea that AP classes are a chance to challenge yourself against your own best effort.
Brendan is concerned that students of lower income families do not have the same opportunity that an economic backing can provide. Families that have extra money can provide personal tutors, expensive AP test prep books, and private school AP classes. Inner city kids might also have trouble affording the examination fee of the College Board test. He continues that the downside of an AP class is that you have to cover a ton of topics within a short amount of time preventing a teacher from having the ability to go in depth. Another concern is that SAT Subject Test scores do not always compare well with an AP test score. Some subjects have a well worked out curve for the test (like US AP), while other newer subjects have yet to stabilize the scoring curve. Brendan also points out that some subjects, such as Philosophy, can be more difficult to standardize into a test. Dialectic can not take place with a piece of paper.
Although AP courses appear to be an essential thread woven throughout the Academy, we must not hold them so dearly that the garment may unravel. Aristotle points out that, “All men by nature desire to know.” If the nature of knowledge is best fulfilled by a construct other than an AP, so be it. Aristotle exemplifies that one must lessen one's grip on the lower things to hold more tightly that which is highest. He says, “Plato is dear to me, but dearer still is truth.”
“AP can change your life. Through college-level AP courses, you enter a universe of knowledge that might otherwise remain unexplored in high school; through AP Exams, you have the opportunity to earn credit or advanced standing at most of the nation's colleges and universities.”
In reality, how transformational and beneficial is an AP course? Any serious student or teacher must want to know the answer.
Mr. Peters, Dean of Admission and College Counseling, says, “Colleges want to see you taking a rigorous curriculum and AP is the highest level at Wayland.”
Wayland has a required benefit that most other schools make optional. Mr. Peters says “All of our students take the exam, and 70 to 80 percent score a three or better.”
Truly, a phenomenon is taking place at Wayland. What is the backbone of this success? The teachers.
Ms. Alpaugh explains what makes students successful. “My United States History AP class gives students the opportunity to go at a faster pace, go more in depth in the material, and improve their writing skills.”
This technique is surely working. Ms. Alpaugh says, “The test scores give the kids an idea of where they rank in the nation; Our kids come out way above the national average.”
Mrs. Bleifuss explains well why students take an AP class. “You can take an AP class for two reasons: To get exposed to the material or to place out of the college class.” Her personal insight into the structure of an AP Biology class is fascinating.
Bleifuss continues, “Science should be a process and not a memorization of facts. Even though the College Board stresses that we should teach themes, the amount of work we have to complete makes that virtually impossible.” It seems that the busy work can get in the way of key concepts. Many students wonder if taking an AP course can get them out of the equivalent college class.
In regards to her niche, Mrs. Bleifuss says, “Most colleges, even though they might give you credit for the Biology AP class, will want you to take the introductory course to get familiar with their lab equipment.”
Even with some of the drawbacks of an AP class, Mrs. Bleifuss says, “AP classes get the students prepared for college level work.”
Mr. Schneider concurs that, “An AP Spanish class prepares students for the rigors of a college level course.”
Ms. Eisenriech says, “AP classes give students a glimpse of the workload of a college class.” As to how wide a view an AP class gives a student, Ms. Eisenreich will fill in the details in person.
Reminding us of an important point, Dr. Lake says, “[She] can teach a solid Latin class without having to follow the AP curriculum.” This reminds all teachers that AP is not the sole judge on the quality of a high school class. Individual teachers, better than CollegeBoard, can determine what is necessary and pertinent in their given subject.
Students have the unique perspective of seeing how well AP is carrying out its mission. These recipients know best whether AP techniques are preparing and stretching them academically.
Sarah Murphy says, “AP classes are helpful because they show colleges the level of work we have been doing. Some AP classes have definitely stretched me academically, but others were a joke. I learned little in my Calculus class.”
The AP terrain is bumpy depending on circumstances. Certain teachers find preparing students for a test at the end of the year a trying struggle. Their teaching style can be more in tune with leading the class where the interests of the students lie, rather than where CollegeBoard says they should be.
Offering a suggestion to the Academy, Sarah Murphy continues. “I wish Wayland had a Honors level Trigonometry class. This would have made Calculus easier.”
Katie Corbin sees a double benefit to AP classes. She says, “AP classes are helpful because they boost your GPA and they will make college classes easier.”
Jeff Butke feels that, “Colleges are beginning to look more favorably on AP classes.” Jeff figures that AP classes can only help so much. He has taken AP Biology but says, “I want to go into medicine, so colleges will not take anything attributed to my major.” Jeff also pointed to an area of the curriculum that Wayland could expand.
Butke says, “I wanted to take a non-AP calculus class, but Wayland only offers Calculus in the AP format.” Both Corbin and Butke said that they would take Calculus as a non-AP if it were offered.
Looking from the outside in, Adam Benavides says, “I have not been in an AP class, but I think they are an important and rewarding goal for students.”
Yet to take any AP classes, Austin Scholz says, “I think that AP classes are helping students get college credit, but not necessarily helping them get into college.” Scholz was unsure of what AP classes he plans on taking, but plans to use them for his benefit.
Dreaming about the future, Brooke Schumann says, “I plan on taking Biology AP; I think it will really help me in the long run because AP classes give students at a higher level the opportunity to learn more advanced material.” Goals at an early age have a better chance of being met.
Reflecting on where he has been and anticipating the future, Brendan Wienstein has tons to say about AP classes. “When I graduate, I will have taken 12 AP exams. This will put me in place for a state award, although I would rather have taken classes of personal interest.” Sometimes one sacrifices wants for loftier goals.
Brendan says that one downfall of AP is that students fight to compare each other. “I don’t like the idea of turning academics into a competitive environment.” He leans more on the idea that AP classes are a chance to challenge yourself against your own best effort.
Brendan is concerned that students of lower income families do not have the same opportunity that an economic backing can provide. Families that have extra money can provide personal tutors, expensive AP test prep books, and private school AP classes. Inner city kids might also have trouble affording the examination fee of the College Board test. He continues that the downside of an AP class is that you have to cover a ton of topics within a short amount of time preventing a teacher from having the ability to go in depth. Another concern is that SAT Subject Test scores do not always compare well with an AP test score. Some subjects have a well worked out curve for the test (like US AP), while other newer subjects have yet to stabilize the scoring curve. Brendan also points out that some subjects, such as Philosophy, can be more difficult to standardize into a test. Dialectic can not take place with a piece of paper.
Although AP courses appear to be an essential thread woven throughout the Academy, we must not hold them so dearly that the garment may unravel. Aristotle points out that, “All men by nature desire to know.” If the nature of knowledge is best fulfilled by a construct other than an AP, so be it. Aristotle exemplifies that one must lessen one's grip on the lower things to hold more tightly that which is highest. He says, “Plato is dear to me, but dearer still is truth.”
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