The critical factors are the quality of your specific high school’s program, your student’s ability to thrive in that environment, and their capacity to earn strong grades in challenging coursework.

For families navigating the complex path to top-tier admissions, understanding how to maximize your student’s chances at competitive colleges begins with making strategic curriculum decisions. And this decision should be based on individual circumstances, not chasing one “preferred” program.

What Is AP (Advanced Placement)?

Advanced Placement (AP) is a program created by the College Board offering college-level courses and exams to high school students. If IB is a “prix fixe” dinner menu, think of AP as an academic buffet: students can pick and choose individual courses that interest them most and leave behind those that tempt them less.

The flexibility is a key advantage: students can focus their AP courses in subjects where they have relative strengths.  For instance, a STEM-oriented student could double down on science and math AP courses, while others may opt for more courses in social sciences or languages. This freedom to choose is at the heart of the program and reflects American educational values that recognize no two students are identical.

The AP program is not a full curriculum. Rather, it’s a collection of rigorous high school syllabi that are assessed according to a normed standard. Exams are scored by qualified AP teachers nationwide during a single week each summer. Whether you attend a public school in Wyoming or a private school in Massachusetts, a score of 5 on an AP exam is considered the same high achievement. A 3 is considered “passing,” while 2s and 1s are considered failing.

With AP, students can take as few or as many courses as they wish. High-performing students often have the opportunity to take 10 or more AP courses across their high school career. Some schools allow students to take AP courses as early as freshman year.

What Is IB (International Baccalaureate)?

The International Baccalaureate (IB) Diploma Programme is a comprehensive two-year curriculum for students in their final two years of high school. Unlike AP’s approach, IB is a “prix fixe” or fixed menu: you commit to the entire program. But at some schools, it is possible to take one or two IB classes without pursuing the DP(Diploma Programme).

The IB was developed in Europe as a curricular compromise; an amalgam of the British, French, and German secondary school approaches. It is generally much more narrowly focused than the traditional American high school experience.

IB students must fulfill six subject slots across different disciplines:

1. Language A (mother tongue)
2. Language B (second language)
3. Mathematics
4. Science
5. History/Social Science
6. Elective slot (which can be arts, a second science for STEM students, or a second social science).

Students choose three subjects at Higher Level and three at Standard Level—and they study the same subjects for both 11th and 12th grade.

Beyond coursework, IB requires an Extended Essay (a 4,000-word independent research project), Theory of Knowledge classes, and CAS hours (Creativity, Activity, Service). As Jamie Berger, a highly acclaimed college admissions counselor with decades of experience, notes, “A big part of IB revolves around completing this one big project, and whether that’s something they would want to focus on” is worth serious consideration.

Exams are scored 1-7, with 6-7 representing high achievement. A perfect 7 on an IB exam is considered equivalent, no matter where in the world the student attended school.

While the IB program globally offers quite a few different courses, the reality is that in US public and private high schools, the range of choices can be quite narrow. Most schools offer only three different science options, one or two foreign languages, and limited social science selections. Economies of scale dictate these limitations—smaller IB programs don’t have enough students to justify a wide variety of subjects. Look carefully at what a high school does and doesn’t offer before committing.

Do Ivy League Schools Prefer IB Over AP or Vice Versa?

Colleges like both AP and IB. Both programs represent rigorous curricular requirements, and the exams associated with those courses serve as an external measure of quality. Any student who does well on the end-of-course exams can claim to have done college work in a high school setting.

According to Jamie:

“There is no straightforward answer to IB vs AP. AP is more the standard that colleges are used to, but IB is becoming more and more recognized. And it really depends on the student and the school. Some schools have a much stronger IB program than an AP program.”

It’s all about the student’s performance. Did they perform at the very top of the scale for either program? Did they pass the independently administered exams with flying colors? If so, colleges will be very interested in those students, regardless of the AP or IB label.

As we say to parents in our Great College Advice Family Handbook: “The higher the challenge and the higher the grade, the more seriously the most selective colleges will consider the applicant.”

Both IB and AP courses contribute to a weighted GPA, signaling to admissions officers that your student has pursued challenging coursework.

How Should We Decide Between an IB School and an AP School?

For some students, the choice will be simple: their high school offers one or the other but not both. If you don’t really have a choice, embrace the curriculum offered by your school and commit to doing the best possible job within that curriculum.

If you’re considering a choice between two high schools—one offering AP and one offering IB—consider your student’s preferences and personality:

Consider AP If

• Your student wants freedom to accelerate learning in areas that interest them most. 
• Wants to double up in subjects where they perform extremely well while dialing back on those that aren’t their cup of tea. 
• Prefers flexibility to balance academics with significant extracurricular commitments. 
• Thrives when they can customize their own path.

Consider IB If

• Your student likes a wide variety of subjects and performs well in all of them. 
• Would benefit from diving deeply into a subject over two years rather than one—some students get more out of IB chemistry or physics because of the extended timeframe. 
• Thrives within structure and enjoys interdisciplinary connections. 
• Values the camaraderie of taking virtually all classes with the same cohort of academically focused peers.

Jamie offers direct guidance: “A mediocre school with AP classes versus a highly regarded IB program? Go to the highly regarded IB program.”

This principle applies in reverse as well. The reputation and track record of the specific school matter more than which curriculum it offers.

How Does AP or IB Affect Extracurricular Activities and Social Life?

This is a factor many families overlook, and it can be decisive.

It can be very difficult for IB diploma students to focus on extracurricular pursuits and still perform academically at the highest levels. Top athletes as well as those who excel in the performing arts sometimes struggle to balance all their commitments.

On the other hand, IB students in programs often benefit from the camaraderie. They take all their classes together, making it easier to create strong friendships with like-minded peers.

The cafeteria-style AP program can be better for students who want to find balance. They can choose only those AP courses that interest them and in which they feel they can succeed—leaving room for athletics, arts, work, or other priorities.

How Many AP or IB Courses Should My Student Take for Ivy League Admission?

For students targeting the Ivy League and top 20 universities, there is no magic number.

The fact is that highly competitive AP students are taking 10+ AP courses and doing well on the exams (scores of 4 or 5). Likewise, highly competitive IB students are not only taking the IB courses but are scoring 5, 6, or 7s on the diploma tests.

However, there are also plenty of students who take lots of AP courses who do not do well on the exams. Many don’t even take them!

Similarly, there are students in IB programs who are unlikely to fulfill all the requirements of the IB diploma. Taking a challenging course is only part of the equation; performance on the standardized assessment matters significantly for college applications.

Jamie notes that “if you’re applying to those most highly selective schools, you should try to do everything at the highest conceivable level.” He adds, “If you’ve gotten through French four, is there a French five? Could you take a college course?”

The Great College Advice Family Handbook addresses this directly: “At the risk of sounding smug, the best path is to take the hard course and get a good grade.”

What Is the Difference Between IB and AP That Matters Most for College Admissions?

The structures of the two programs are very different. Think of it this way:

AP is a smorgasbord: pick the courses you want, leave behind those that tempt you less. Students can focus heavily on areas of passion while meeting minimum requirements in other subjects. The wide range of choice and flexibility reflects American educational values—the recognition that no two students are identical.

IB is a “prix fixe” menu: you get all or nothing. There is a range of choice within IB, but the entire high school curriculum for the final two years is dictated by those initial choices. You make your selections and commit to them for the duration.

For US college admissions, both programs demonstrate academic seriousness. Many colleges award credit for high AP scores (typically 4s and 5s) or high IB scores (typically 6s and 7s), though policies vary by institution and department.

For students considering international options, the distinction matters differently. According to Great College Advice’s UK admissions specialists, selective UK universities have specific requirements: “If a course requires three As on A-levels, that translates into getting fives in three AP classes, or above a six in IB classes.”

How Does Dual Enrollment Compare to IB and AP for Highly Selective Schools?

This question comes up frequently, especially for families whose schools have limited AP or IB offerings. The short answer: highly selective universities, including the Ivy League, tend to prefer AP and IB coursework over dual enrollment for one critical reason—standardization.

IB and AP exams are normed tests. A score of 5 on AP Chemistry presumably means the same thing whether the student attended a private school in Connecticut, a rural public school in Alabama, or an international school in Uruguay. Similarly, a perfect 7 on the IB English A exam would be considered equivalent, no matter where in the world the student attended secondary school.

By contrast, an A in a dual enrollment (DE) chemistry class might or might not represent the same level of mastery. Some high schools have higher standards than others, some community colleges have higher standards than others, and some individual teachers have higher standards than others. Dual enrollment courses are not standardized—there is no “norm.”

However, context matters enormously. If your school does not offer AP or IB courses, then dual enrollment absolutely demonstrates college readiness and should be pursued.

Additionally, if your primary goal is to reduce college costs at a state university, dual enrollment credits offer a guaranteed discount since states typically require these credits to transfer. As one College of William and Mary graduate, Sarah, wrote to us:

“I went to a very small, rural high school in Virginia, and had the opportunity to take DE credit classes through local community colleges. I finished at the top of my class, and I am currently an academic junior at the College of William and Mary. During my freshman year in college, I came to find that a majority of my friends took AP classes, got an A or a high B in the class, but couldn’t get a 4 or 5 on their AP exam—mind you, these students came from great private and public high schools all over the country. All 39 of my dual enrollment credits transferred, and I am graduating in 3 years.”

Sarah’s experience illustrates an important point: the AP course itself doesn’t guarantee college credit. You must also perform well on the high-stakes exam at the end.

What If My School Doesn’t Have Good AP Teachers or a Strong Program?

One thing parents and students ought to keep in mind: ask about pass rates. What percentage of students enrolled in these programs take and pass (or get perfect scores on) the AP or IB assessments? The answer to this question will be a better indicator of program quality than the label.

We have several clients who are getting very high grades in AP courses but who will never be able to pass the AP exams. Their teachers are simply not up to the job of presenting such a demanding curriculum.

Just because a course is labeled “AP” or “IB” does not mean it’s a good course. Nor does the label mean a student will achieve the level of mastery required to score a 5 on the AP exam or earn the IB diploma. Many schools across the country offer AP courses that are very poorly taught. Many teachers simply don’t have the content background or pedagogical skills to prepare students for these rigorous exams.

If your school’s program is weak, you have alternatives:

Consider dual enrollment courses at a local community college, which may offer more consistent instruction and guaranteed transferable credit. Explore online AP courses through accredited providers. Focus on excelling in available honors courses while pursuing depth through independent study, summer programs, or other means.

Remember that admissions officers evaluate you within your school’s context. They want to see that you’ve maximized the rigor available to you, not that you’ve checked a specific box labeled “AP” or “IB.”

Just as we don’t judge books by their cover, we should not judge a program by its label.

Will Colleges View My Student as “Well-Rounded” with IB or Should We Focus on AP Classes in Their Specialty Area?

The concept of “well-rounded” has evolved significantly in competitive admissions. The old model of checking every box no longer distinguishes applicants at highly selective schools.

According to the Great College Advice Family Handbook, students “no longer have to be ‘well-rounded;’ rather, they should be ‘well-lopsided.'”

What does “well-lopsided” mean? Well-lopsided students have superior talents in one or two areas. Admissions officers at the most highly selective colleges like to see students who have well-defined interests in which they excel and exhibit leadership. They do not like to see students who flit from one activity to the next without really committing to any.

The IB Diploma ensures exposure across disciplines, and this doesn’t contradict being well-rounded. For AP students, the flexibility to concentrate courses in areas of strength helps build a coherent academic narrative that supports their intended major or area of focus.

The key is authentic engagement. Jamie emphasizes that students need to “shed the mindset” of trying to figure out what colleges want and “just do it authentically, not right.”

Does IB or AP Better Prepare Students for Ivy League Coursework?

Both IB and AP provide excellent preparation for Ivy League academics, though in different ways.

IB’s interdisciplinary approach mirrors the liberal arts foundation that characterizes Ivy League education. Some students find they get more out of their IB science courses because they dive more deeply into the subject over two years than they can during a one-year AP course.

AP courses mirror introductory college courses directly. Many Ivy League students use AP credit to place out of introductory requirements, allowing them to move into more advanced coursework earlier.

Jamie’s assessment cuts through the debate: “Excelling at either will be great.”

Real Students, Real Choices: Case Studies

The question of which curriculum to choose is not really about college admissions. Rather, it’s about shaping your high school experience. Consider these two students who made different choices that were right for them:

Andrew: This young man attended a small K-8 school for gifted and talented students. He was smart, curious, and academically ambitious—also a little quirky with a small, tight-knit group of equally quirky friends. His primary extracurricular talent was piano; he could pound out a technically perfect and emotionally wrenching Beethoven sonata as if eating a peanut butter sandwich.

When choosing high schools, we encouraged him to consider the IB program at a school across town. There he would be among a small, tight-knit group of academically focused students where he could thrive within the relatively stricter confines of the IB diploma program. He eventually went on to major in computer science at the University of Chicago—itself a great fit for this academically serious, quirky, creative young man.

Nick: A strong musical and theater talent from a young age, Nick attended the same small K-8 school where he had many friends. As a socially gregarious youth, he had outgrown the social limitations of his small school and was itching for new challenges. The school with the IB program was relatively weak in music and drama offerings. His other choice was a large public high school with a Grammy-award winning fine arts program—three orchestras, four bands, and six choirs.

There, he could take an enormous variety of AP courses, including music theory, and juggle lead roles in the annual musical. After taking 12 AP courses and earning a 35 on the ACT, Nick won several performing arts and academic scholarships at highly selective liberal arts colleges. He majored in music with a minor in Spanish, studied history in Spain, and won a research scholarship to study music in Cuba.

Both Andrew and Nick chose the programs that would make their high school experiences comfortable and successful. They enjoyed high school and performed at the highest level. In both cases, it was not the particular curriculum that made them successful; it was their self-understanding of personal priorities that enabled them to get the most out of high school.

Making the Right Choice for Your Student

The question raised at the beginning of this post is about college: which curriculum would be better for admission? The answer is both and neither. The question of which curriculum to choose is really about shaping your student’s high school experience.

Don’t focus on which program will give a better shot at the Ivy League. Both will do the job as long as your student performs at the highest level. Rather, consider which curricular structure best suits your student’s personality, learning style, preferences, and academic curiosities.

If you have the option of choosing one program over another, the choice can be difficult. The path you choose has a huge impact on academic life in high school. So it’s important to choose wisely.

The college prep experts at Great College Advice have extensive experience guiding students through this important decision. We can help by asking questions to elicit your goals and priorities. Either curricular program can be a pathway to college success. College admissions officers respect both. But which is right for your student?

If you need to talk through these priorities and preferences, schedule a free consultation with our expert counseling team. We’d be delighted to help you map your student’s college journey.

The post AP or Dual Enrollment for College Prep? first appeared on Great College Advice.

As a response, many high schools have instituted community service requirements for graduation.  Similarly, one of the main attractions of the International Baccalaureate (IB) curriculum is its emphasis on community action through its CAS program (“Creativity, Action, Service).

Coincident with these trend is the rise of “voluntourism”, by which well-off adults travel to Africa or Latin America or Southeast Asia to do “good works” in a poor community during their vacations.  These programs also build upon similar efforts organized by churches and other religious organizations.  This demand has created a significant niche of the international travel industry that caters to altruistic adventures.

To grossly oversimplify, the idea is for folks in wealthy countries like the United States to see how others live and to contribute in some way to the development of a less well-off community. From the standpoint of college admissions, these sorts of “voluntourism” programs have become increasingly common.  Many affluent families routinely send their kids off on some sort of community service adventure to work in an orphanage, dig latrines, or paint school buildings in poverty-stricken communities around the world.  Invariably, these experiences become fodder for college essays.

From the admissions standpoint, these pay-to-play experiences are so common–and so superficial–that their impact in the admissions process is negligible.  Given that so many kids write about such experiences, the resulting essays can even become a strike against the student.  I’ve heard admissions officers crack jokes about the insipid essays that emanate from these international volunteer experiencs.

To give you an idea of the essays I’ve seen kids write about such experiences, I offer the following made-up example (warning: I am exaggerating for effect…):

“My life changed when I spent two weeks digging ditches in Upper Slobovia last summer.  I never knew that people who were so poor, who ate bugs for dinner, and who used a tin can as a potty could be so happy and generous.  These unfortunate people taught me so much about life: especially, how lucky I am not to be one of them.”

Obviously, I’m not really a fan of these “voluntourism” programs.  I studied international relations in graduate school, and spent a good deal of my time thinking about poverty alleviation in developing countries.  I also have many very close friends who spent years of their lives doing “real” development work, living in hardship in places like Guyana, Malawi, and Laos, actually delivering well-developed, well-funded development aid.  And many of these friends will confide that they were never too sure that their efforts really amounted to much.  So how could a teen with a shovel actually do any real and lasting good during a two week drive-by trip to the Dominican Republic?

Actually, these teens could be doing do more harm than good.  A recent article published on Al-Jazeera America caught my eye.  It highlights the growing demand in the rich world for altruistic vacation opportunities.  Both in the teen and adult markets, scads of companies have cropped up to feed this demand, and more and more rich white folks are traveling to poor places where the dominant skin tones are several shades darker.

The overall tone of the article is fairly critical of “voluntourism” The author cites several egregious examples of voluntourism gone wrong in South Africa and Haiti and elsewhere.  However, the author does soften the critique a bit by saying that such volunteer experiences abroad can be improved through due diligence, better awareness, and a more realistic attitude on the part of the tourists that what they are doing can have negative as well as positive consequences for a community.

When asked by parents whether such volunteer opportunities for teens are really worth it, I tell them that they have become virtually worthless in the admissions process. The only people who can really go are those who can afford to fly to Timbuktu and back again.  Colleges might actually prefer to hear from applicants who have done something significant and important in their own local communities.  Certainly, such efforts may lack the “wow!” appeal of teaching English to kids in South Sudan, but what colleges want to see  is an activity that has a measurable impact–and not the experience that took place that even Google Maps cannot find.

To be fair, I have had a small handful of kids write excellent, reflective, and balanced essays on their time abroad as volunteers.  Generally, the best ones are written by kids who spend four or more weeks in a community, during which time they actually begin to see beyond the superficial level of what poverty means, and begin to connect with people in a more interesting and fundamental way.  Not all “voluntourism” is horrible.

But don’t latch on to such opportunities as the quick way into Harvard, Princeton, or Yale.  These universities will be much more impressed your impact, your capacity for reflection, and your intellectual and personal curiosity much more than the stamps in your passport.

Great College Advice

The post Is Community Service Necessary for College? first appeared on Great College Advice.

My answer is equivocal, in some sense.  Generally, a big move is not going to give you a big advantage.  However, it is important to investigate the quality of teaching at your kids’ schoools.  Here is my response:
The factor of high school rigor is usually factored into the equation. For example, a student in Lexington or Wayland may get an extra “brownie point” for living there, rather than in Saugus or Chelsea.  They are interested in the academic rigor of the offerings, not the “ranking” or “reputation.”  the irony is, however, that ambitious (and wealthy) parents all flock to the same towns, hoping to give their kids an edge in college admissions. But if 14 kids from Lexington apply to Harvard each year, only 1 or 2 (or sometimes 0) will get in.  However, a really amazing kid from Chelsea?  Since he’s a stand-out, he has a good chance, too, despite his lack of town-based “brownie points.”
If you are really thinking of moving to a place where your kid has the best chance of getting into college, I have three recommendations:  Wyoming, North Dakota, and Mississippi.  Top flight colleges are always seeking qualified applicants from those states.  But if you live in Woburn and are thinking of moving (at great expense) to Dover, I’d tell you to focus, instead, on providing great opportunities for your kids, undergirding their extracurriculars, promoting their academic interests and talents, and being involved in their education.  The “edge” you might get from moving is slight, and certainly would not be enough to make it or break it in admissions at the most selective colleges.
However, I have one caveat.  You do need to consider the quality of teaching at the school your kids attend.  This especially important when it comes to the AP and IB classes.  I have seen kids earn straight As in AP courses at some schools (or in some subjects) and yet fail the AP exams.  This is silly.  The tests are nationally normed, and a grade of A ought to correspond to the rigor of the test.  Experienced AP teachers will grade classwork in this way:  if they expect that the work would earn a perfect 5 on the AP test, then the kid is awarded an A in the class.  But if  teacher is over-the-moon about a kid’s classwork, and then that same kid flunks the exam…well, the teacher isn’t aware of the level of proficiency required, and isn’t calibrating his or her expectations to the national norm.  Some teachers in my own kids’ school will sometimes even give out a conservative grade in the AP course, but then change the grade if the student aces the AP exam.  Thus a kid who received a B in the course but a 5 on the exam can ask to have the course grade boosted to the A.  So the bottom line:  be on the lookout for grade inflation, especially when it comes to these high-stakes, nationally normed exams.  Just because the school labels a course “Advanced Placement” doesn’t necessarily mean their kids are passing the exams with flying colors.
Mark Montgomery
Educational Consultant

The post Choosing a High School to Boost Admissions Chances first appeared on Great College Advice.

Here’s what she said:

Mark,

As a current college student, I vouch for the dual enrollment option when high school students are looking through their course options. I went to a very small, rural high school in Virginia, and had the opportunity to take DE credit classes through local community colleges. I finished at the top of my class and I am currently an academic junior at the College of William and Mary.

During my freshman year in college, I came to find that a majority of my friends took AP classes, got an A or a high B in the class. But couldn’t get a 4 or 5 on their AP exam (mind you, these students came from great private and public high schools all over the country, each with its own long standing AP track). William and Mary require a score of 4 or 5 to get credit from an AP course. I can’t tell you how many of my friends got burned by taking AP. All 39 of my dual enrollment credits transferred and I am graduating in 3 years.

A lot of really great colleges and universities require high AP scores. So it is very important to do your research on the school you wish to attend. Taking an AP class may look good on a transcript. But how good will it look when the student doesn’t pass the exam with the necessary score? I feel like AP is put up on this pedestal as being the best of the best. However, there is nothing wrong with dual enrollment classes, and taking DE doesn’t mean that one could not handle the supposed “harder” AP course load. I can assure you, the classes I took through my governor’s school were more than challenging.

Best of luck,

Sarah

So you heard it here first: if you want to prepare for a good college and save lots of money. Give serious consideration to the dual enrollment options at your local community college. You may thank me later!

Mark Montgomery
Educational Consultant

The post Value of Dual Enrollment Courses first appeared on Great College Advice.