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Advanced Placement (AP), International Baccalaureate (IB), and Honors Programs at High Schools in Chicago: Comparing and Contrasting
Many high schools in Chicago utilize one of three main advanced programs in order to help their students learn: Advanced Placement (AP), International Baccalaureate (IB), and Honors programs. While all three aim to challenge students and prepare them for college, they differ in structure, goals, and flexibility. Below, Test Prep Chicago discusses the similarities and differences between these three programs.
Advanced Placement (AP)
The AP program, created by the College Board, lets students take college-level courses in high school. Chicago Public Schools (CPS) offers AP classes in more than 100 schools across subjects like English, history, math, science, and world languages. Each course concludes with a national exam, and high scores can earn students college credit or advanced standing at many universities. AP courses are very flexible; students can take a single AP class or several, depending on their interests. Some examples of schools that have Advanced Placement programs in Chicago are St. Ignatius, Walter Payton, Noble Academy, Latin School of Chicago, and Jones College Prep.
International Baccalaureate (IB)
The IB Programme emphasizes global perspectives, inquiry-based learning, and interdisciplinary study. Students enrolled in the full IB Diploma Programme take a set of required courses, complete an extended essay, engage in community service, and take part in the Theory of Knowledge course, which promotes critical thinking. Chicago has one of the largest networks of IB schools in the country, including Back of the Yards College Preparatory High School, which offers the IB Diploma Programme, and the Lycée Français de Chicago, where students can pursue an IB track alongside the French Baccalaureate. IB programs are more structured than AP programs, requiring a multi-year commitment and a balanced course load across disciplines. Some examples of schools that have IB programs in Chicago are DePaul College Prep, Curie High School, St. Ignatius, Curie High School, and Latin School of Chicago.
Honors Program
Honors classes are designed to be more rigorous than standard courses, offering faster pacing and deeper exploration of material. Unlike AP or IB, however, Honors courses are not standardized nationally; instead, they are defined by individual schools or districts. Many Chicago high schools offer Honors classes starting in ninth grade as a way to prepare students for AP or IB coursework later on. At Mount Carmel High School, for example, students who complete four years of Honors or AP courses can graduate with an Honors Diploma. Some examples of schools that have Honors programs in Chicago are Von Steuben Metropolitan Science Center High School, Northside College Prep, Latin School of Chicago, Lincoln Park High School, and Loyola Academy.
In Chicago, many schools offer a combination of these programs, which some offer only one. There are a variety of advanced programs available, and choosing among them depends on a student’s academic goals, learning style, and interest in global or college-level study.\
If your child is looking to improve their standardized test scores for High School Entrance Exams to be admitted to a program with an AP, IB, or Honors program, Test Prep Chicago can help. TPC still has one day workshops (click here) and individual tutoring offerings (click here) available for students preparing for the HSPT for Catholic High Schools and the ISEE for Independent High Schools.
Standardized Testing Requirements at Yale
Following Dartmouth’s lead, Yale is the most recent Ivy League school to reinstate standardized test scores as a requirement for new students. This means that Yale applicants will need to submit either SAT, ACT, or advanced placement scores in order to be considered for admission. This adjustment will go into effect for students applying for the fall class of 2025.
Yale claims their previous choice to forego standardized test scores became a hindrance to applicants from low socioeconomic backgrounds. According to the Ivy League, admissions committees had less student information to work with therefore putting more emphasis on GPAs and extracurricular activities when assessing applications. Thus, students who suffered in these areas were not given an opportunity to reinforce their scholastic strengths via test scores.
Administrators at Yale assert that requiring standardized testing scores helps them get a fully rounded view of each individual as a student. They claim having access to these scores will “highlight an applicant’s areas of academic strength.” However, they wish to emphasize that test scores alone can not predict student achievement and will only be used as a piece of a larger puzzle when reviewing student qualifications.
Kayley Horton, Tutoring Coordinator
607-848-1266
AP Course Decisions
For high school students, taking Advanced Placement (AP) classes can offer numerous benefits such as gaining college credit, improving academic skills, and strengthening college applications. However, it can be challenging to decide how many AP classes to take.
AP classes are designed to provide college-level coursework to high school students. These courses offer students an opportunity to explore challenging subjects in greater depth and prepare them for college-level academic rigor. However, the workload of AP courses is typically higher than that of regular high school courses. Students should consider their academic ability based on their performance in previous academic years, including their grades, course difficulty, and study habits. Students must also factor in their workload, including from extracurricular activities.
Another factor to consider is a student's future goals. If a student is planning to attend a highly competitive college or pursue a career in a challenging field, taking multiple AP courses can demonstrate their academic readiness and preparedness. Even so, colleges take other factors into account, and there is no guaranteed number of AP courses that will substitute for a well-rounded and individual background.
Counselors, researchers, and consultants agree that it’s far more important to select a schedule that will be manageable to a student based on their workload, academic level, and future goals, rather than loading their schedule with as many AP courses as possible.
Anna Jordan, Tutoring Coordinator
anna@testprepchicago.com
(312) 848-1266