“AP Classes: Absolutely Preposterous Weapons Of Mass Instruction” by Sophie W. discusses the drawbacks of the College Board’s AP exams. According to her, APs are nothing more than formulaic regurgitation and meaningless busywork. Students take these classes for the sole purpose of enhancing their college applications instead of for personal knowledge enrichment. The overwhelming workload creates unnecessary stress, which leads to social isolation and worsened relationships with parents. I strongly disagree with the author’s claim that APs are Absolutely Preposterous because there are numerous benefits to these standardized tests.

To start off, Sophie W. argues that most students take AP courses to “impress admissions officers with [their] weighted GPA” in the hope of getting into a decent college. This defeats the primary purpose of APs, which is to master college-level material. While it may be true that a portion of students take AP classes primarily to strengthen their college apps, what exactly is wrong with that? The thing is, people are more motivated when they are working towards a finite goal with guaranteed results. It is easier for students to comprehend how performing well on AP exams and obtaining solid As on the transcript can increase their chances of getting into elite colleges than how the content learned can directly apply to their future. It is nearly impossible to think about specific scenarios where linear algebra proofs will add to high schoolers’ lives in ten years’ time unless their aspiration is to become a mathematician. Thus, it is difficult to use that as motivation to keep working. The college incentive, on the other hand, presents a more short-term and tangible goal that spurs many toward academic proficiency. 

In addition, taking more APs is correlated to admission into better colleges and universities, which in turn increases people’s chances of success post-college. According to the U.S. Department of Education, Americans with college degrees are more likely to have healthier lifestyles, be more active in civic activities in their communities, be more financially independent, and experience greater job security. So… why should students be discouraged from wanting a better shot at a happier, more meaningful life? 

Furthermore, Sophie W. claims that AP courses pave the way for social division within a school, damaging students’ mental well-being. She states that “students are stratified into two spheres of existence” by their academic might because of AP courses, and that the two groups rarely interact with each other. This is false. Friendship patterns are not correlated with academic ability. The nerds can be best friends with the athletic folks. Straight As and straight Cs people can be amiable companions. We don’t just look at a person and go: oh, she doesn’t take more than five APs, she sucks and we’re never going to talk. No! No one is defined by the number of AP courses they have under their belts. For example, I am a straight-A student. My best friend, on the other hand, struggles with schoolwork and doesn’t take any APs. We get along well not necessarily because we are both “school-smart”, but because we share similar interests, backgrounds, and experiences. Therefore, AP courses do not, in any way, shape, or form, affect the social environment at school.

Sophie W. then goes on to assert that “the massive homework load, looming deadlines and supplementary study groups slowly suck up your week” and that the workload causes unnecessary stress. This statement is hugely exaggerated. AP classes are rigorous, but with sufficient self-control and time management skills, it should not be overwhelming for anyone. Most high school students already juggle intense academic workloads with other obligations such as family duties and athletics, and they like it that way. For example, I took 4 APs and 3 Honors courses as a sophomore. That sounds like a lot, but I maintained an A in every class. At the same time, I went to volleyball practice three times a week and hung out with friends constantly outside of school. Given the above, I still managed to sleep before 11 PM. See, APs are not the problem. The students are the problem. What do I mean by that? According to the College Parents of America, declining academic performances result from poor time management. Poor time management leads to procrastination, one of the most prevalent problems students in my generation fall prey to. This explains why many are unable to handle their workload, especially when it comes to intense, fast-paced AP classes. So, instead of blindly blaming the APs for giving students stress from the “overwhelming workload”, the root of the problem should be realized: poor time management skills induce school-related stress.

Last but not least, the author condemns APs as “meaningless busywork” and “a formulaic regurgitation of exactly what the teacher/grader/counselor wants to hear”. In reality, AP exams are so much more than regurgitation. According to the College Board, APs nurture abilities such as critical thinking, problem-solving, working under uncertainty and duress, and more. In fact, the vast majority of AP questions can not be solved through direct memorization. The exam will never ask, What year did the Ottoman Empire collapse? Instead, it will ask something along the lines of, Which one of these events contributed to the collapse of the Ottoman Empire? Such a question requires students to pull general information from different eras and evaluate their significance in relation to the demise of the Ottomans. Though there is a certain format and structure to the test, the questions require students to pull various skill sets together within a time constraint, which can model future situations where the stakes will be much higher. 

To reiterate, I strongly disagree with the author’s claim that APs are Absolutely Preposterous because there are numerous benefits to these standardized tests. The workload of AP courses should never reach the point of overwhelming as long as students maintain productivity by managing time wisely. APs do not divide the school into two spheres, and nor do they ruin social relationships, because people are not labeled according to their academic abilities. True, many students most likely take AP classes to strengthen their college applications, but there is nothing wrong with this mode of thinking, given that it can serve as a motivation to work harder and perform better academically. Additionally, AP exams are not merely a matter of regurgitation or meaningless busywork since the process also nurtures life skills such as time management and problem-solving which will become critical once students reach adulthood. In sum, APs are not Absolutely Preposterous. Rather, they are Academically Preferable.

Works Cited

“Discover the Benefits of AP - AP Central: College Board.” AP Central, 8 Feb. 2021, apcentral.collegeboard.org/launch-grow-ap-program/ap-a-glance/discover-benefits

“FACT SHEET: A College Degree: Surest Pathway to Expanded Opportunity, Success for American Students.” U.S. Department of Education, 16 Sept. 2016, www.ed.gov/news/press-releases/fact-sheet-college-degree-surest-pathway-expanded-opportunity-success-american-students

Heibutzki, Ralph. “How Lack of Time Management Affects College Students.” SeattlePI, 21 Nov. 2017, education.seattlepi.com/lack-time-management-affects-college-students-1093.html