Millions of American high school students take Advanced Placement Courses and Exams every year. AP Courses are standardized, college-level classes that students can take in high school, ideally exposing them to the depth, breadth and intellectual rigor of content they’d encounter in the university. But the author of a new book argues that these courses and exams are instead shortchanging students out of the liberal arts education that the AP was initially founded to foster. We speak with Annie Abrams, high school English teacher and author of "Shortchanged: How Advanced Placement Cheats Students." In response to a request for comment, The College Board, the nonprofit that runs the Advanced Placement Program, wrote: The great strength of the AP Program is the community of talented, dedicated teachers who care about their students and feel passionate about their subjects. We hear from thousands of those teachers every year, and their insights help make AP more effective and more inspiring for students. Annie Abrams' Shortchanged offers one, limited view, constrained by Abrams’ experience at a unique, highly selective high school. We find her examination of the AP Program not reflective of the experiences of the broader community of AP teachers and the students they serve. If she had consulted with any of the thousands of AP teachers educating across a variety of subjects, she would have found that students from all backgrounds can excel when they have the right preparation, a welcoming invitation, and a genuine sense of belonging.  Teachers choose to take part in AP because they find that it helps students engage deeply in subjects as diverse as English Literature, Physics, Art History, and Computer Science. Educators and college professors work together to guide AP frameworks, create and score AP exams, and make thoughtful revisions to course content as different disciplines evolve. The AP Program facilitates that large-scale collaboration between K12 and higher education, creating a uniquely valuable experience for students.  For schools across the country – urban and rural, large and small, well-resourced and economically struggling — AP provides a broad framework and a wealth of resources so that teachers at all levels can offer a college-level experience. AP frameworks are flexible by design so that teachers use their experience and creativity to expand and enhance the curricula. No two AP classes are alike, because they rely so thoroughly on the talent and commitment of individual teachers.  AP allows hundreds of thousands of students to engage in college-level work, regardless of the schools they attend. It offers an opportunity to earn college credit in high school, helping students and families save money, and graduate on time. We're incredibly proud to support the teachers who make that possible.

benefits-from-the-expansion-of-ap-classes.html">Millions of American high school students take Advanced Placement Courses and Exams every year. AP Courses are standardized, college-level classes that students can take in high school, ideally exposing them to the depth, breadth and intellectual rigor of content they’d encounter in the university. But the author of a new book argues that these courses and exams are instead shortchanging students out of the liberal arts education that the AP was initially founded to foster. We speak with Annie Abrams, high school English teacher and author of "Shortchanged: How Advanced Placement Cheats Students."

In response to a request for comment, The College Board, the nonprofit that runs the Advanced Placement Program, wrote:

The great strength of the AP Program is the community of talented, dedicated teachers who care about their students and feel passionate about their subjects. We hear from thousands of those teachers every year, and their insights help make AP more effective and more inspiring for students.

Annie Abrams' Shortchanged offers one, limited view, constrained by Abrams’ experience at a unique, highly selective high school. We find her examination of the AP Program not reflective of the experiences of the broader community of AP teachers and the students they serve. If she had consulted with any of the thousands of AP teachers educating across a variety of subjects, she would have found that students from all backgrounds can excel when they have the right preparation, a welcoming invitation, and a genuine sense of belonging.

 Teachers choose to take part in AP because they find that it helps students engage deeply in subjects as diverse as English Literature, Physics, Art History, and Computer Science. Educators and college professors work together to guide AP frameworks, create and score AP exams, and make thoughtful revisions to course content as different disciplines evolve. The AP Program facilitates that large-scale collaboration between K12 and higher education, creating a uniquely valuable experience for students.

 For schools across the country – urban and rural, large and small, well-resourced and economically struggling — AP provides a broad framework and a wealth of resources so that teachers at all levels can offer a college-level experience. AP frameworks are flexible by design so that teachers use their experience and creativity to expand and enhance the curricula. No two AP classes are alike, because they rely so thoroughly on the talent and commitment of individual teachers.

 AP allows hundreds of thousands of students to engage in college-level work, regardless of the schools they attend. It offers an opportunity to earn college credit in high school, helping students and families save money, and graduate on time. We're incredibly proud to support the teachers who make that possible.