As sophomore year was wrapping up, I was faced with an incredibly difficult decision. Staring down at my course request form, pen in hand, I had to choose between enrollment in AP classes or the IB Diploma Programme. Having already taken AP Calculus AB, I had a rather pleasant learning experience in the AP program. However, IB’s emphasis on developing global perspectives, creative thinking, and service-oriented education intrigued me as well. Yet I ultimately found schedule flexibility to be most important when considering my options. Consequently, my pen dashed across the boxes with AP courses listed next to them. In the year and a half that followed, I spent countless nights stressing over the towering stack of homework on my desk that never seemed to shrink. Once May testing last year had finished, I was left with my sanity barely intact. In spite of these melodramatic descriptions of my circumstance, I felt that I received an incredibly enriching education while also having the freedom to explore unique academic opportunities rather than being forced into ones presented by other programs.
Before I explain why I found AP to be a good fit for me, I must make something very clear: CHS is an IB school. The logo is proudly displayed on the school website’s banner and is printed on each letter sent to a student’s home. Whenever given the opportunity, the administration parades the Diploma Programme as the concordant path for the students seeking academic challenge. Too many times I’ve heard students and teachers alike essentially claim that IB is for students seeking to become well-rounded individuals whereas AP is for those who wish to become nothing more than soulless machines, solving difficult questions for the sake of solving difficult questions. However, as evidenced by the recent AP Honor Roll award received by CHS, the program has a significant place within the school. Although it is certainly not advertised as greatly as IB, the quality of education is excellent as noted by College Board itself. I encourage the sophomores arriving at the same crossroads as I had to look beyond the schoolwide perpetuation of the IB Programme as the essential path for students applying to competitive universities. Just like IB, AP offers unique opportunities for students to excel and develop skills they may find useful in college.
When deciding between AP or IB, one must consider the rigidness of the scheduling. Personally, I found the ability to take courses that I find interesting without being obligated to take others to be a significant factor in my decision. For students wanting a more structured schedule both inside and outside of the classroom, IB is definitely the way to go. However, for those wanting more freedom in how they approach educational opportunities, AP is a better fit.
That is not to say that one will have an easier time in AP as opposed to IB. As the name Advanced Placement implies, the courses are tremendously challenging. One must keep in mind that the academic schedule for each course does not stall for one student. Teachers must prepare their pupils for AP testing in May as best they can. This entails a dense, rapidly-paced curriculum that may overwhelm some. Therefore, it is undeniably important that one manages their time well, for it is extremely difficult to get back on track once one has fallen behind on coursework. Additionally, a lot of the AP courses that I have taken were taught with IB curriculum as well. Aside from humanities courses, students from both branches are taught together and learn the same concepts. Students from both programs have much of the same enlightenment and experience similar agony derived from the difficult workload.
Many are unaware of the scholar initiatives associated with AP. Although CHS neither highlights nor offers many of these opportunities, I believe that they should be addressed and considered by upcoming juniors. Students who have met certain criteria within the program are presented with AP Scholar recognition. My efforts during the testing period in May were rewarded with the scholar awards offered. Hopefully, the CHS administration may recognize and encourage students to explore such opportunities as AP Capstone or AP ID in the future.
I implore rising juniors to earnestly consider AP or IB (or neither). Each program presents a unique facets that adequately serve different people. My emphasis on AP had benefited my work ethic and personality. I would rather not have people sharing my traits feel obligated to enroll in IB when it does not suit them. The division between these organizations should not influence individuals to wholeheartedly accept one or the other. Rather, it is most important to analyze the benefits associated with each program and class and then decide which path to take.