Is AP Worth It?

BY RAMEY WEBB '24, Staff Reporter

In 2021, over a million high school students took at least one Advanced Placement (AP) course. AP courses are known for being some of the most difficult courses, touting tough content, a heavy workload, and a grueling final exam. For many students, these characteristics alone turn them away from pursuing an AP course. But, on top of the inherently demanding nature of the courses, another issue looms. The validity of AP courses is coming into question more than ever before. Many are beginning to wonder whether or not AP courses are truly beneficial to one's future and if the toll these courses take on the mental health of students is ultimately more detrimental than it is beneficial. These concerns leave the question: is AP worth it?

There are countless articles and studies praising AP and the College Board, the company that manages AP curriculums, scores, and testing. The overwhelmingly positive media can be misleading as concerning issues exist within these programs and tend to be overlooked.

The general assumption is that students benefit by taking more challenging courses; however, over time, the validity of this idea has waned. A recent study conducted by the Nuffield Foundation, a British organization, shows that “Increased participation in post-16 education is generally considered positive, but only if the courses provide genuine skills and training alongside

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structure and socialization. There is growing evidence that this is not the case. ” The post-16 education system is the equivalent of the final two years of American high school. What is becoming increasingly evident is that AP courses aren't teaching students material that is advantageous or that they retain. College professors have repeatedly noted that despite being designed to be “college level courses, ” AP courses are nothing like real college classes. AP is designed to teach to an exam, and because of the overwhelming amount of content that needs to be taught, there is limited time for exploration or higher level conversations. This rigid structure does not leave a lasting impression on students, making most AP courses a lesson in memorization rather than true understanding. John Tierney, a former American government professor and current high school teacher, says this about AP: “[The] curriculum leads to rigid stultification—a kind of mindless genuflection to a prescribed plan of study that squelches creativity and free inquiry. ” Simply put, this means that students are molded to fit AP courses and not the other way around. While it is true that most AP courses are not as advantageous to students as advertised, there are exceptions. Students who take courses that build on their previous knowledge rather than an introduction to it are more likely to gain something from AP courses. Unfortunately, this is

not usually the case. Another concern surrounding AP and its curriculum is the distinctly deleterious effects it has been shown to have on students’ mental health. In recent years, students have begun speaking out about their AP concerns. Various student newspapers have published articles focusing on the individual experiences of students at their schools. What these students don't realize is that they are experiencing something extraordinarily common. On the surface, these articles may appear to be lazy students going to any length to slack off, but an integral requirement in becoming an AP student is an unyielding

“In AP European History... over 65 percent of students rated their stress to be ‘high’ or ‘very high. ’”

dedication to academia.

Students from Centennial High School in Georgia have this to say about their relationship with AP: “Taking on such a heavy course load… naturally leads to increased stress, anxiety, unease, and other mental health issues; issues that could be avoided. ” As quoted in Peninsula Outlook, the newspaper of Peninsula High School in Washington, “Teens are crippling and falling under the weight of high school. Students are expected to be the smartest and take the hardest classes…regardless of how their mental health compares. ” The student consensus is that AP is being mishandled in schools, and it is having a negative impact on mental health.

Despite its renown, Bayside also suffers from these issues. The percentage of students at Bayside that have taken or are currently enrolled in an AP course is tremendous. In a recent poll, Bayside juniors and seniors taking AP courses were asked to rate their stress levels on a scale of one to five. In AP European History, a course offered to sophomores, over 65 percent of students rated their stress to be “high” or “ very high. ” In every course with more than three responses, the overwhelming majority of

Level of stress due to AP European History from 1 (Low) to 5 (Very High).

5 24% 2 12%

3 20%

4 44%

Poll of 47 Bayside Academy Upper School Students

students cited having exceedingly high levels of stress. These statistics are unsurprising. It is in the hands of schools and College Board to protect students, and while AP has many benefits, to dismiss the underlying issues is irresponsible. Bayside does better than most in supplementing the information provided in AP courses and making it benefit the students as much as possible. But, there are always improvements that can be made, and it is important to acknowledge these issues so they can be addressed in the future.