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AP vs. IB Classes: A Detailed Comparison

AP vs. IB Classes: A Detailed Comparison

a detailed ib vs. ap courses comparison

 

AP (advanced placement) and IB (international baccalaureate) are two programs that prepare high school students for college-level coursework. Students can go for either one of these programs. As a high school student, it might be confusing whether to choose AP or IB. Which one is better for you? Which program is more rewarding? Whether AP or IB will help you earn college credits? To help you make an informed decision, we’ll make a detailed AP vs. IB comparison. Let’s get started!

 

The difference in Focuses 

AP focuses on a broader range of subjects, covering more topics for each subject over the course. AP courses do not have any additional requirements and focus on teaching individual subjects with specific content goals.

 

The IB program covers subjects in greater depth, with fewer topics covered per subject. IB classes foster critical thinking skills and make students understand the process of knowledge. 

 

AP Courses Are More Common In the US than IB

AP classes originated in the US and are more prevalent in America, and many high school students take these classes. Even if your school doesn’t offer AP classes in all subjects, you can still pursue the several available AP courses. 34.6% of the US public high school graduates took the AP exam in 2022.

 

The IB program originated in Switzerland. It is an international diploma more suited for individuals with a global perspective. Though many American high schoolers pursue the IB program, it’s less widespread in the US compared to AP. As of 2023, 7,900 programs have been offered worldwide, and American programs make up less than half of them

 

Although the popularity and acceptance of the IB program are increasing in the US, It is more widely accepted in other regions like Europe.

 

AP vs. IB: Costs

AP courses and AP exams cost less than IB. The AP exam fee in the US is $96 as of 2023. You might get a reduction or waiver if you qualify for financial aid or any other support program available.

 

IB program costs a $119 assessment fee for the diploma program. In addition, the core requirements of the IB diploma, such as TOK, EE, and CAS also have fees that total around $145.

 

The difference between AP and IB Exams

AP exams don’t require you to enroll in the AP course. Even if you haven’t taken a particular AP class, you can still take the exam and earn college criteria if you meet the requirements. 

 

AP exams are multiple choice based and are taken at the end of the year after a year-long course work. AP exams are evaluated by US examiners and organizations.

 

On the other hand, you can only take the IB exam if you have enrolled and completed the course framework along with all core requirements. IB exams are based on essay-style answers for the subject exams. 

 

Other classes are tested through oral presentations, extended essay writing, group work, etc. IB exams are assessed internally by your school teacher or externally by a team of global examiners.

 

AP vs. IB: Flexibility

AP allows you to choose the subject that you love. These programs do not have a holistic approach, and the students can focus on the classes in which they excel. AP classes are not part of a cohesive program. It is a do-it-yourself option.

 

Though IB allows you to take IB courses individually, you must take the comprehensive two-year program to earn a diploma. Students must study all subjects included, and complete three additional requirements. You don’t have options here.

 

College Credits

The college credits you can earn through AP depend upon college policies, exam subjects, and exam results. AP exams are scored on a scale of 1 to 5. Most colleges award credits for a score of 4 or 5. 

 

The rate of qualifying for college credits is slightly higher for AP students than for IB students. Most colleges award a half credit for a 4 and a full credit for a 5 in AP exams. But some schools simply award a placement or acceleration instead of credits. You can check the credit policies using the college board’s official tools.

 

The credits earned through IB programs also vary depending on the college. While some colleges award credits only for completing a diploma, others give credits based on individual exams. Some colleges provide credits for the diploma, while others offer credits for respective exams. While some schools provide credits just for HL, some of them give credits for both SL and HL.

 

Some competitive private schools offer placement rather than credits, which means you can skip the general introductory classes and jump to the advanced-level classes in college.

 

State schools generally provide generous credits to high schoolers, but top-tier schools have stricter policies. 

 

Some colleges, however, do not grant credits; instead, they allow students to skip introductory classes and graduate earlier. You should always check the credit awarding policy of the college to which you wish to get admission beforehand.

 

Curriculum

AP students choose from 38 AP courses throughout their high school journey and take an AP exam for each course that helps them transition smoothly toward being college students. These classes cover a lot of course content but usually don’t delve into the depth of the concepts. The course content is more specific and textbook-based. AP courses are individual and purely curricular.

 

In contrast, IB diploma includes six subject classes and three additional requirements: a Theory of knowledge (TOK) class, a Creativity activity service (CAS) project, and an Extended essay (EE). 

 

IB courses focus on deep learning, critical thinking, and writing skills. These skills prove highly valuable for students in their college careers. The students learn a second language and adopt a global mindset. 

 

The IB program has an integrated and disciplinary structure. It is ideal for students who want to work and study abroad at universities like Oxford. IB classes are not taught solely. Instead, the whole IB curriculum is interdisciplinary and interconnected. 

 

College Preparedness

AP classes can help you acquire more knowledge and understanding of your major subjects, which can help you prepare for your intended career course.

 

IB doesn’t only center on academic development but also focuses on personal development and character building. IB students report that they have developed time management and productivity skills that help them flourish in their professions. As IB courses are more similar to university classes, IB offers a more seamless transition to college.

 

AP vs. IB for College Admissions

Both AP and IB courses demonstrate to admission officers that you have studied rigorously in your high school career. Colleges don’t state any preference for AP or IB, but it has been observed that schools award AP students more in terms of credits. Take whatever program is available at your school. Focus on taking more rigorous classes. 

 

As IB is a rigorous diploma program, taking an IB diploma will show the college that you have challenged yourself in all curriculum subjects, not just those in which you are strong. 

 

But if your schedule is jam-packed with many other activities, or our school doesn’t offer IB, taking many AP classes in rigorous subjects will do the job for you. 

 

Conclusion

In conclusion, both AP and IB programs offer high school students the opportunity to engage in challenging coursework and prepare for college-level studies. AP courses focus on breadth and allow students to select specific subjects they excel in. 

 

These courses are more common in the United States and offer flexibility regarding course selection. Students have the potential to earn college credits based on exam results and individual college policies.

 

On the other hand, the IB program offers a comprehensive two-year curriculum focusing on depth of knowledge and critical thinking skills. The holistic program includes six subject classes and three additional requirements. By undertaking the IB program, students gain a cohesive educational experience with a global perspective. The IB curriculum fosters the development of valuable skills that are highly regarded in college and beyond.

 

Now that you’ve read the AP vs. IB comparison, it’s time to consider your own interests, goals, and college preferences when deciding between AP and IB. AP may be suitable if you prefer more flexibility in course selection, while IB offers a cohesive program with a global perspective.

 

Ultimately, taking rigorous coursework and challenging yourself academically, whether through AP or IB will benefit your college preparedness and admissions prospects.

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JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

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CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

The class has 5 available spots.
You can add the class during course registration!

 

June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 8-12

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 15-19

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

The class capacity is full.
Please try other classes!