Teachers question effectiveness of AP classes

WASHINGTON - The boom in Advanced Placement classes would seem to be the opposite of "dumbing down" the schoolroom, but some educators say it's not always a smart move.

The Thomas B. Fordham Institute, an educational think tank, asked more than a 1,000 public school teachers what impact rapid growth has had on AP courses. Fewer than 33 percent believed students were enrolling for academic challenges.

"They believe it'll help them get into college," says Michael Petrilli, vice president for national programs and policy at the Institute.

While all AP courses are harder than standard high school instruction, some -- such as AP Psychology -- are easier to pass.

"We don't see that many more students signing up for the tough AP Physics or AP Calculus classes," Petrilli says.

High schools support the trend. Seventy-five percent of AP teachers believe schools are expanding their AP program to improve their school's ranking and reputation in the community.

Admittance to AP is also getting easier. Sixty-nine percent report their schools' AP classes are generally open to any student who wants to take them. The report states that "only 29 percent say there are limits on access, such as GPA and teacher approval."

Still, 77 percent rate AP programs at their high schools as good (52 percent) or excellent (25 percent) and nearly 60 percent say the difficulty of AP courses has not changed for the worse.

The growth of Advanced Placement the National Capitol region finds 27,468 public high school students in Virginia took at least one AP exam last year, compared to 18,778 in 2003.

In the District, 530 "Class of '03" seniors took an AP exam; in 2008 that number grew to 1,042.

In Maryland last year, 21,783 students took an AP exam; only 13,363 did so five years earlier.

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