Weighted GPA should require merit

The months of April and May, for many sophomores, juniors, and seniors, are major crunch months for AP classes. This generally means that those AP students looking to do well on their exams and forgo most of their social life, especially during the weekends, as the tests approach.

However, there are other sectors of students who see AP classes in a different light. They join AP classes for one reason: the tasty, juicy, ever-so-appealing GPA boost. These students live by the basic policy of, “Who would want to take a class on a 4.0 scale when you could take one on a 5.5 scale?” Typically, many of these students could care less about one of the main goals behind the AP classes, the test, as long as their GPA stays above a 4.0.

There are a couple of fundamental problems with this mindset, one being that RB’s weighted GPA is incredibly deceiving. A straight C student in AP classes would have a GPA of 3.5. Looks good right? Well, therein lies the problem. Take the grade boost out of the equation and we have a student with a, not-so-desirable, 2.0 GPA.

As a result, many colleges will ask for an unweighted GPA because the grade boost given by AP classes is becoming ridiculous. In my recent college visits and personal visits with admission representatives, all of them stressed one idea: that you not only need to be taking hard classes, but also be doing well in those hard classes. While the boosted GPA looks good, it can potentially give a false representation of achievement in AP classes.

The other significant problem associated with this mindset is that too many students who frankly shouldn’t be in AP classes join them to get the grade boost. AP classes were intended to be college level classes, and many high school students are not ready for that type of rigor.

While most students could probably handle the level of curriculum, they may not be willing to put in the effort that should be required of these classes. As a result, some AP classes are filled with students who aren’t up to the challenge. This lowers the level of discussion and interaction in the classroom and makes the classes easier than they were intended to be. 

I’m not trying to advocate that students don’t take AP classes because I think they can be a positive part of a challenging and mentally stimulating high school career. However, I think that the GPA boost should be reevaluated.

Students should have to score a three or better on the AP exam in order to receive the weighted GPA.

Yes, this would reduce the number of students in AP classes most likely, because students who don’t care about their scores would not receive the boosted GPA, and I’d suspect that kids wouldn’t take the class if they had to try considerably harder only to receive the same GPA. This change would take a step in the right direction towards keeping AP classes up to the high standard for which they were designed.

The AP tests are hard tests, and in many cases, tough to pass. But for the most part, the kids that put the effort into the class pass the tests. Scores of four and especially five may require some innate ability, or an incredible amount of work for some students, but a three should be an achievable goal for, all motivated students in the class.

If a student can’t score a three or better, and is trying their hardest, it is probably an indicator that they would be better served in regular classes. While it sounds harsh, not everyone should be in AP classes. They weren’t created for everyone and there is a distinct reason they are named Advanced Placement.

There are obviously a lot of loopholes and logistics that would have to be worked out with a system like this, seeing as the tests do cost money and some schools don’t take any AP credit, so it’s basically worthless to take the tests for some students. But the basic idea of requiring some level of achievement in the class order to receive the significant boost in GPA is a better system and more accurately reflects the philosophy behind the AP program than our current system. Not only would it help to keep the effort level up in AP classes, but it could potentially help to raise the effort level in regular classes as well by integrating students into appropriate class levels.

While it is by no means a fully conceived out or planned system, the idea behind requiring a three or better on AP tests in order to receive the generous GPA boost is something to be considered. It would redistribute students into more appropriate classes, help to increase effort expectations, and strive to keep AP truly representative of “Advanced Placement”

Last Minute AP Advice

On May 3rd, what seems like the most dreaded two weeks of the school year will begin. If you’re one of the many students who (unfortunately) waited till now to begin your preparation for the Advanced Placement Exams (AP’s), here are a few things that you can try to make those “all-nighters” worth it.

Set the Mood: Dim the lights, light the candles…oh wait, wrong venue! What you should do first is find a well lit area with no distractions (T.V., iPod, computer, etc.). Make sure your work space is large and uncluttered. Also, it is important to wear clothes that aren’t too “snuggly” as this might induce an unwanted nap. Try to avoid couches and beds as this will also prevent napping. And don’t kid yourself; studying with a partner is also incredibly distracting.

Set Goals: Whether you have one week or one night, you need to set some goals for yourself. These should be written down and marked with the time allotted to them. This is especially helpful when preparing for multiple exams. Breaking the time up like this will make the entire process seem less daunting.

Getting Started: If you’re studying for Language and Composition or Literature, I suggest asking teachers for some practice tests and also making your own practice tests. You can do this by analyzing poems with some literary merit and then using the question given by the practice test and attributing it to that poem. For science and math courses, start by making an outline of the “big picture” ideas from the given class, and then branching off from there.

Don’t Stress Out: Sure, you waited till the last second to learn a year’s worth of information, but don’t sweat it. Stressing out about the upcoming exam will only waste time and make you anxious and restless. Just relax, take a deep breath, and get started.

Be Realistic: As much as you might think, chances are that you’re not a miracle worker. If you have waited till now to start studying, don’t expect to know everything there is to know about your given subject area. All that you can do is take the time you have left and be smart with it. And remember, Scholars, it will all be over soon!

Who wants to be an AP scholar?

Welcome to “Who Wants to be an AP Scholar?” In this episode, one student will attempt to gain eight college credits, all while maintaining some mild form of a social life and balancing practices and matches for his sport. This week’s contestant hails from the small town of Riverside, Illinois where he attends the incredibly prestigious Riverside Brookfield High School.

This week’s 1^st question comes from AP US history, a course designed to prepare students for what a college level history class may offer.

Q. During the closing decades of the nineteenth century, farmers complained about all of the following EXCEPT?

            a. rising commodity prices

            b. high interest charges

            c. high freight weights

            d. high storage costs

            e. large middleman profit

A. The correct answer to that question would be A, rising commodity prices.

I can’t even begin to explain the historical and modern day importance of this question. Not only does it encourage critical thinking skills, but it shows exactly what skills are needed of a college level class: the ability to recall seemingly random information at any given time.

The key word in the previous sentence being seemingly; one never knows when you will need to know about those nineteenth century farmers. Our modern school calendar was based off an agrarian agricultural society, so we deserve to give them at least a little respect, right?

I could go on and on with increasingly dull and boring questions, but I think you get the point.

I strongly believe that many AP classes have become nothing more than a simple game that requires spitting out facts or knowledge that are useless at this point in time. I know that AP classes are intended to prepare high school kids for the challenges of college, but if our AP classes reflect what actual college classes are like, then it’s a pretty sad statement on what college has become. AP classes should be teaching kids how to think, and how to critically examine the subject matter involved.

I know targeting AP US history is easy because the amount of random knowledge you have to know is simply unreal. You would think that the College Board would want to encourage students to appreciate history and to understand the impact that it has on our lives, rather than teach them to spit up random facts that no average person will ever be expected to know.

It is completely understandable that AP level classes require an ability to know information that relates to the subject area, but at least the College Board could make a better attempt to make the questions relevant. I have no problem with difficult questions as long as they are at least somewhat useful.

AP classes have spun out of control, and many have resorted to making students memorize random information in order to pass a test that theoretically correlates to taking the actual class in college. While a good idea on paper, tailoring classes to a single test of random facts and essays and calling it college credit turns out to be ridiculous.

Much of my Advanced Placement experience has become nothing more than a game of who can recall the most random information.

When asked about AP classes, History teacher Mark Gouwens said, “Proving you know the subject matter is one part of the equation. The other being that you acquire the specific skill set necessary to be a successful learner.”

While AP classes may require you to be a successful learner, I think that the College Board’s definition of a learner has been tainted, and that too much importance is placed on random facts.

If you take AP US history, you will be required to know insane amounts of history minutia, and if you take AP Language and Composition, you will be expected to know what synecdoche is and pinpoint its usage in a text. These things are not bad in themselves. They might fill the dictionary definition of education, but I don’t believe that most AP classes are the answer to a challenging and stimulating education.

While there isn’t much that RB can do directly because much of the AP program largely resides in the College Board’s hands, I think that kids need to know what they are getting into before taking the classes.

I urge all students to think when you hear the statement “take the hard class,” why the class is hard and whether or not you want to play “the game” so to speak. I’m not trying to say it’s a bad game necessarily, but don’t take AP classes just because they have two fancy letters in front of them. That isn’t what your high school education should be about.

Would you sign up to be on a history game show if you didn’t like history?