The AP Precalculus course is new to Wilsonville High School, upgraded from the general precalculus course provided to students in previous years. This reformation has stirred multitudes of differing responses within both former precalculus takers and teachers.
Students who took the course in previous years, and who heard about this change, have taken time to ponder the possible advantages and disadvantages of studying the mathematical content as an AP class.
A common response is that students who took the class precedent to the change are relieved that they didn’t have to endure the course in an AP class’s typical fast-paced manner. Conversely, others believe that the change is unfair, holding negative consequences on the students unable to study the course as an AP when transitioning from high school to college.
Hannah Beckley, a student who took this course preceding the district’s change, supports the latter idea by saying,
“I think it’s unfair for the students who took precalc last year because we didn’t have the opportunity to receive not only a GPA boost, but also AP credit. It does worry me that students who took the course this year compared to last are able to apply to college and show more AP courses on their transcripts, and also have some more math credits. It’s really frustrating.”
Reassuringly, due to the fact that precalculus and AP precalculus cover the same ideas, colleges and Universities have an either-or policy. Both courses show the college/University that a student pushed themself to excel in advanced levels of math, and therefore, the effect that it has on the probability of a student being accepted is near to nothing.
However, that does not dismiss the fact that students who have taken the course prior to the switch will not be able to receive college credit for studying the same content as an AP precalculus class in high school. These students will subsequently need to pay for and re-enroll in a precalculus course in college, developing a question of equality.
Lacking an extra opportunity to advance and prepare for college, the buzz is around equity of the decision. Students have taken time to process how it is fair to provide this opportunity to this year’s students and not last’s is where many students feel hurt.
Opposing the students who feel for the negative consequences, there are the others who seem to be thrilled that they did not have to live through the difficult course in AP style. Precalculus is one of the most difficult math classes to take in high school, and previously enrolled students understand the struggle that it is. Abby Khamvongsa says,
“I just know that there was a lot of content to cover in precalc, and it already moved so fast last year. I just wouldn’t want to have to learn it even quicker, that sounds like it would be miserable.”
Not only does this change affect students in Wilsonville High School’s community, but Wilsonville’s teachers are facing the need to reform and learn how to approach the new pace in which they are expected to teach.
Mr. Reschke, a precalculus teacher working at Wilsonville High School admits that,
“Undergoing the change into block period last year already cut down our contact time with students fairly significantly, and at that point, I was already trying to figure out how to re-craft it to the new schedule. And then after I thought I had learned from last year how to calibrate for this year, I am now having to re-craft the schedule again to fit all of the material into an even shorter schedule.”
Mr. Reschke notes that not only is this stressful for him to try and help his students wherever they need as he is learning to adjust his teaching styles to AP standards, but the change is especially stressful for students this year. He elucidates to the fact that this year is a learning experience for him, which makes it more challenging for the students enrolled in the course at this time.
While this can seem overwhelming to the students in AP precalculus this year, Mr. Reshcke doesn’t fail to reiterate the fact that some students have prospered in comparison to students in previous years. He says,
“The students who have remained in the class have stepped it up to meet this new expectation. I know that AP requires us to get to certain content by benchmarks, and I’ve adjusted my thinking and asked students to put more time into precalc outside of class, and I’ve seen it pay off. The students who were not gonna rise up have transferred, and for the students who have raised the level, I have seen higher success.”
This change has catalyzed a stir of responses, and the Wilsonville community provides concrete supporting facts to their stances. Changes, fair or unfair, are bound to naturally occur throughout high school concourse.
Maybe, students will be able to take this controversial event and grasp it as an opportunity to mature in different ways.
Per Mr. Reschke, students are undoubtedly learning how to step up and face challenges in front of them, while simultaneously knowing when to take a step back, and understanding that they are not prepared.
Students who took the course previously are now able to demonstrate how they wish to respond to modifications, despite their personal response. Will they be the kind of person to take it in stride, or hold a grudge regardless of their power over the decision?
Precalculus turning into an AP course provides students with a taste of life outside of high school. Arguably, if students allow themselves to view the change in light of opportunity for maturity, it could benefit them in ways exceeding the course of precalculus.