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TechDev Academy

A Silicon Valley-based Startup Company founded by young entrepreneurs and professionals from different backgrounds including education, IT, science, business administration, and marketing in 2019.

What are AP Classes in High School?

What are AP Classes in High School?

 

If you are a high school student, you may have heard about AP classes and wondered what they are, how they can benefit you academically, and whether you should consider taking them.

 

High school can be a demanding time, with coursework, college entrance exam preparation, and extracurricular activities to manage. So why take a course that’s not mandatory? The proportion of American public high school graduates who took an AP Exam has been increasing from 30.1% of the class of 2012’s 947,808 students to 34.6% of American public high school graduates, or 1,166,311 students in the class of 2022 taking at least one AP exam.

 

If you need clarification about making any decision regarding AP classes, follow us with this blog post, where we elaborate on what AP classes are, their benefits, and which courses you should take. After reading this post, you will be equipped to make informed decision regarding AP classes.

 

What are AP classes in High School?

The Advanced Placement (AP) program is offered by the College Board. It introduces high school students to college-level coursework. These classes delve deeper into subject matter compared to regular high school courses, allowing students to enhance their skills and potentially gain college credits.

 

To complete an AP class, you will also need to pass an AP exam at the end of the course. AP exams are scored on a scale from 1 to 5. Any score above three is considered a passing score. However, some colleges only accept 4 or 5 scores for granting college credits.

 

Students can take the AP test and earn college credits even if they haven’t officially enrolled in an AP class or if their high school doesn’t offer AP classes in a respective subject.

 

Benefits of AP Classes

Engaging in college-level coursework through AP classes can offer numerous advantages for high schoolers. The benefits include:

  • Demonstrating your academic abilities: Taking AP classes relevant to your career aspirations can showcase to the admission officers that you possess the necessary skills and readiness for higher education. Well-chosen AP courses can elevate your standing in the admissions process.

 

  • Weighted GPA: Many high schools add extra weight to AP classes, potentially improving your grade point average (GPA). In some cases, receiving a B in an AP class may be more advantageous than earning an A in a regular class.

 

  • College credit opportunities: Unlike high schools, colleges charge significant tuition fees, and AP classes can help you earn college credit at a fraction of the cost. Instead of paying the tuition fee for the class, students only pay the exam fee. By scoring well on AP exams, some students can even bypass the entire first-year fee.

 

  • Scholarship potential: Accumulating college credits through AP classes can improve your chances of getting a scholarship. AP classes provide you with a competitive edge over those who don’t have college credits in earning scholarships.

 

  • College readiness. AP classes prepare you for college. These courses are demanding and challenging. They improve your writing, critical thinking, and problem-solving skills. These courses cover extensive material, operated at an accelerated pace, and require more independent work skills, including research or analysis. By taking AP courses, you become accustomed to a more rigorous level of study, better preparing you for the transition from high school to college.

 

Are AP Classes Worth Taking?

While there is no doubt that AP classes offer several benefits, it’s crucial to strike a balance and avoid overextending yourself. Don’t sacrifice your academics, extracurricular activities, social life, and personal time to take extra college-level classes. College credits won’t help if your GPA falls below the adequate requirement. 

 

Schedule proper time for your studies and relaxation, and then see how much time is left from your day to incorporate AP classes. Talk with your high school counselor about the course load of the AP classes you intend to take. Enroll in only those courses you can quickly get along with your high school studies and GPA. 

 

Which AP Classes should you take?

Students can take AP classes in 38 areas, including English, maths, social science, languages, etc. Before deciding which classes to take, keep the following things in mind:

 

  • Choose subjects you are genuinely interested in. Taking these classes and preparing for the test would be much easier if you are genuinely interested in the topic.

 

  • Start small and gradually increase your course load. Begin with one or two AP classes in your freshman year, then gradually add more in the following years based on your experience and feasibility.

 

  • Consider prerequisites and less demanding options. Some AP classes, like AP English and AP Calculus, may have prerequisites that students typically fulfill in their junior or senior year. In the early years, students often opt for less demanding AP classes like AP psychology.

 

When it comes to difficulty and pass rates, some AP classes tend to have higher pass rates and perfect score percentages. For example Chinese, Japanese, and Spanish. On the other hand, AP tests with lower pass rates include English literature, human geography, statistics, etc. Here is a suggested approach:

 

  • Freshman year: Take one or two AP classes in less demanding subjects.
  • Sophomore year: Add a more challenging AP class, such as world history. 
  • Junior year: consider taking more AP classes in core subjects like AP Biology, AP English, etc. 
  • Senior year: Take as many college classes in core subjects and additional subjects as possible without hurting your high school GPA or SAT/ACT studies.

 

How Many AP Classes Should You Take?

Colleges do consider the number of AP classes while assessing the applications. The more competitive the college, the more AP classes they look for. The number of AP classes ultimately depends upon which college you want to be admitted to.

 

Here are some guidelines:

 

For highly selective and competitive schools take AP classes in all your core subjects (History, Mathematics, English, Science, and Foreign Language) plus extra APs in courses relevant to your intended majors. Aim for up to 12 AP classes for admission to these colleges.

 

For slightly less selective schools: Choose AP classes in some of your core subjects and additional courses related to your desired field of study.

 

For less selective schools: Taking AP classes in some core subjects or additional subjects is enough. Up to 5 AP classes will do the job for you. (Edwards 2020)

 

AP Courses Alternative

Running Start is an AP alternative program that started in Washington and is now available in several other states. It enables high schoolers in their junior or senior year to take college-level courses through various local community colleges. By participating in Running Start, students earn credits for both high school graduation and college.

 

Conclusion

AP program enables high school students to take college-level classes and earn college credits. These chances increase your likelihood of admission, scholarship opportunities, and better preparation for college. However, it’s important to ensure that these classes don’t negatively impact your GPA,  social life, and overall well-being. Start with one or two classes and gradually increase your course load as your schedule allows.

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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.

Get your syllabus

Get your syllabus

 

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!