Haverford students excel academically, but they should also have opportunities to demonstrate that achievement through externally recognized measures.
Advanced Placement classes would allow students to showcase their academic work and access opportunities that may otherwise be more difficult to achieve. One benefit of Advanced Placement classes: students can earn college credits based on their exam performance. A high score can allow students to bypass prerequisite classes, letting them begin more advanced coursework earlier. With college costs at all-time highs, earning credit through AP exams could benefit some families. Even at highly selective institutions that do not grant AP credits, a high score may help students place into more advanced coursework.
One concern is that Advanced Placement courses emphasize test preparation over the type of instruction found in independent schools
Advanced Placement can also provide colleges with a common academic metric. It is difficult enough for admissions officers to compare course rigor across schools. Students could showcase their academic prowess outside of Wilson Hall without relying on the school’s reputation.
Advanced Placement also exposes students to high-pressure academic testing. An externally administered and scored exam will test students on their ability to recall, interpret, and utilize information under stressful conditions. This experience could better prepare students for high-pressure exams in college and beyond.
One concern is that Advanced Placement courses emphasize test preparation over the type of instruction found in independent schools. Multiple well-known schools have eliminated Advanced Placement because of this legitimate concern.
Teachers could maintain their unique instructional style while still preparing students for the exam.
However, Haverford does not have to choose between offering Advanced Placement and preserving the teaching style that distinguishes independent schools. Haverford could selectively offer Advanced Placement in courses in which the exam is aligned with the instruction at the school while continuing to offer advanced coursework in all other subject areas. Teachers could maintain their unique instructional style while still preparing students for the exam.
