Alternatives to AP

AP has the acceleration, but what about the enrichment? What other options can be provided to gifted students besides AP classes?

“Gifted education programs at the secondary level have yet to receive as much attention as those at the primary and elementary levels” (Peters & Mann, 2009, p. 631).

As discussed in my previous post, advanced placement courses are currently the primary and sometimes only available courses for gifted students. However, the needs of high school gifted students are not all being met in AP classes. These courses have the acceleration these students need to succeed but are missing some other key concepts. This post aims to reflect on other options available to gifted students in the nation including, International Baccalaureate programs, Duel Enrollment and Credit, and Enrichment class options.

IB Programs

International Baccalaureate (IB) programs are other ways to expose students to high-level curriculum and receive college credit pending final exam scores. This program focuses on the individual student allowing for increased depth of study. However, just like AP classes, IB courses were not designed for gifted students only. Students involved in these programs exclaim that they were pleased with the challenge and happy to be with good teachers, but some students still felt that their needs as a gifted student were not being met (Peters & Mann, 2009, p. 634-636). IB programs are not as prevalent as duel credit and AP classes. IB is different from AP in that it is an internationally recognized program, where AP can only be found in the US. While IB is an alternative from advanced placement, both have similar weaknesses.

More information about IB Programs can be found using this link: https://www.ibo.org/programmes/

Duel Enrollment & Duel Credit

Duel enrollment and duel credit classes are both other accelerated options for gifted students other than advanced placement. The difference between duel credit and enrollment is that duel credit classes are taught in the high school by a high school teacher but use the curriculum and resources from another post-secondary institution. Duel enrollment classes are taught at the post-secondary institution and students must travel to take the classes with the college students. Most colleges and universities that offer duel enrollment and credit options work closely with the high schools in the surrounding area (Peters & Mann, 2009, p.636-637). A research study conducted by Gagnon and Mattingly from 2016 found that “Rural schools are at a particular disadvantage in promoting AP classes due to lack of sufficiently prepared students, teaching constrains, and other logistical challenges” (Gagnon & Mattingly, 2016, p. 266). The study concludes by explaining that duel enrollment is offered in schools that are more rural in order to bypass staffing issues and makes an easier transition for students from high school to post-secondary education (Gagnon & Mattingly, 2016, p. 279).

Virtual Classrooms

For some schools, gifted students can take duel credit classes completely online. Students enrolled in these classes tend to take them within their high school in a computer lab with a professor online and a supervising teacher in the classroom. Online learning is something that is growing more popular and many gifted students are taking advantage of the opportunities it provides. A qualitative study of five gifted students discusses the advantages and disadvantages of using an online, virtual writing class as an option for gifted students. The students explained that the advantages were that they liked being grouped together with other gifted students, discussion boards were good for interacting with other students in the same class around the nation, love of having constant access to the materials through the online platform (home and mobile devices). The final advantage is that the students could work at their own pace, offering differentiation to meet their needs while also teaching them skills in self-directed learning (Potts, 2019, p. 73-76). The disadvantages to virtual duel credit classes is that the participants have trouble interacting online because humor is not recognized and leaves room for tone misinterpretation (Potts, 2019, p. 68). Potts (2019) also discusses that “the only real complaint concerning the participants instructor dealt with the fact that the use of e-mail necessitated some wait time between questions and answers” (p. 69).

Enrichment & Research Project-Based Classes

Enrichment is the key component that is missing in current advanced placement classes for gifted students. Schools are starting to implement classes for gifted students who do not want to enroll in AP classes as another option. Enrichment means that the students will have differentiated experiences and the curriculum is modified so that a greater depth is covered. The frameworks for these courses comes from Renzulli’s Tier III Enrichment model where “Individual or small-group investigations of real problems based on students’ interests and skills with the aim of producing a product for real audiences” (Renzulli & Reis, 2014). In addition to the achievement orientation model that says a student’s motivation comes from self-perception and a positive attitude of goal valuation, self-efficacy, and environmental perceptions (Brigandi, Siegle, Weiner, Gubbins, & Little, 2016, p. 265). Therefore, many enrichment classes involve the identification of a problem that interests the student, an investigation, a product or solution to the identified problem, and a final presentation to share their results. Many of these classes are student-driven with only guidance from the teacher.

A study conducted in 2018 found that students involved in these classes who were successful had positive perceptions of their learning environments. Meaning, the students felt that their teachers provided a safe space with engaging activities and experiences, their community mentor guided them instead of bossing or “controlling” them, and their parents and peers were supportive of their project ideas (Brigandi, Siegle, Weiner, Gubbins, & Little, 2018, p. 295-299). A previous study also found that it is important for students choose a problem that interests them. Students who were previously interested in a problem or the problem affected them personally were more inclined to stay interested in the project throughout the class. However, those students who picked a problem for their project based on a fad or recent event lost interest more quickly (Brigandi, Siegle, Weiner, Gubbins, & Little, 2016, p. 282).

Personal Reflection

While there are many different alternative options for schools to offer gifted students, AP is still their number one option. However, these classes lack the enrichment that gifted students need in order to be successful. That is why I believe the enrichment and Research project-based classes are an excellent alternative for gifted students who do not want to be in AP classes. I believe that AP classes are an excellent offering and provide many students, not just the gifted, with the rigor and acceleration they need. “Without advanced placement programs, these and other non-gifted students may not receive the extra motivation they need to excel” (Davis, 1996, p. 34). However, it should not be the only option available in the school. I believe that different course options need to be available to gifted students at the secondary level so that students can choose the educational path that is right for them.

College Board has recently created two new AP courses in an AP Capstone category, AP Seminar and AP Research. The two courses are closely modeled after the enrichment and research project-based classes previously discussed. You can find out more information recording College Boards version of enrichment classes here: https://apstudents.collegeboard.org/course-index-page

References

Brigandi, C. B., Siegle, D., Weiner, J. M., Gubbins, E. J., & Little, C. A. (2016). Gifted secondary school students: The perceived relationship between enrichment and goal valuation. Journal for the Education of the Gifted, 39(4), 263–287.

Brigandi, C. B., Weiner, J. M., Siegle, D., Gubbins, E. J., & Little, C. A. (2018). Environmental perceptions of gifted secondary school students engaged in an evidence-based enrichment practice. Gifted Child Quarterly, 62(3), 289–305.

Davis, J. (1996). Two different flight plans: Advanced placement and gifted programs: Different and necessary. Gifted Child Today Magazine, 19(2), 32-50.

Gagnon, D. J., & Mattingly, M. J. (2016). Advanced placement and rural schools: Access, success, and exploring alternatives. Journal of Advanced Academics, 27(4), 266-284.

Peters, S. J., & Mann, R. L. (2009). Getting ahead: Current secondary and postsecondary acceleration options for high-ability students in indiana. Journal of Advanced Academics, 20(4), 630-660,750-751.

Potts, J. A. (2019). Profoundly gifted students’ perceptions of virtual classrooms. Gifted Child Quarterly, 63(1), 58–80.

Renzulli, J. S., & Reis, S. M. (2014). The School Wide Enrichment Model: A how-to guide for talent development (3rd ed.). Waco, TX: Prufrock Press.