While the number of the college-level courses taken by students may suggest growing academic curiosity, the reality of current educational pressures prove otherwise.
A record 6 million Advanced Placement exams are expected to be taken this May. After the College Board raised its testing fee to $99 per exam, it is expected to generate more than $600 million in revenue.
For many students, the College Board is a familiar presence. Students are often told they need an SAT or ACT, along with a range of AP scores, to demonstrate readiness for college-level work. Because the organization administers these major standardized tests, millions of students each year pay into a system they believe necessary for admission to highly ranked universities.
Many college-prep programs recommend that students take a combination of standardized tests and multiple AP courses as a benchmark for competitive schools. While expectations vary, high-achieving students are often encouraged to complete eight to 12 AP courses and earn scores of four or five on each exam.
PV senior Siddhi Bharadwaj is among many students at PV who have taken numerous AP classes.
“I’ve taken 10 AP classes throughout high school. It took me some time to figure out what I wanted to study in college, so I took a variety of AP subjects. Five of the APs that I took directly relate to my career interests,” Bharadwaj said.
Bharadwaj added that even courses outside her intended field still added to her educational experience.
“While I do not plan to major in English or Social Studies, the AP classes that I have taken in those subjects were enriching,” she said. “I enjoyed the discussions and projects in those classes; they expanded my worldview.”
Though her experience reflects the academic curiosity AP courses are designed to promote, that is not the primary motivation for all students.
AP U.S. History teacher Erin Klage said she has observed less engagement among students who lack interest in the subject.
“I find that students (who don’t hold a passion for history) care more about an assignment’s grades and ‘what do I actually need to know’ versus this desire to understand multiple perspectives and think deeply about specific events or historical trends,” Klage said.
She added that the AP exam—the culmination of a year of rigorous coursework—can create a results-driven mindset.
“It is very hard to separate the idea that learning is not about a grade, and it is about the journey to get to the end goal, but sadly, the end goal for AP classes is a high-stakes exam,” she said.
Balancing meaningful learning with exam preparation is a challenge for educators. “It is really hard for teachers to convince students that the learning will get them the 5, while also expecting to prepare and grade students to the same high expectations that the AP exam demands,” Klage said.
An emphasis on outcomes reinforced by adult expectations can make education feel transactional for students who view AP classes as a means to an end rather than an opportunity for growth.
Peer pressure within academically competitive environments can further contribute to this mindset.
Bharadwaj believes comparison among students can negatively affect learning. “Students often demand that others share what they scored on a test and will judge them based on a number. While I care about grades, I prefer that we do not judge or compare people based on them. That takes away from the purpose of learning,” she said.
As academic opportunities expand, so do the pressures associated with them. Competition for admission to selective colleges remains intenser, with many institutions reporting record-high applicant metrics.
With millions of students preparing to take AP exams this month, reinforcing the idea that education is about growth rather than results remains a challenge. Addressing these pressures will not happen overnight, but doing so is essential.
