Choosing Between AP, Dual Credit, and IB: The Best Educational Path for Your Child’s Future Success

Choosing the right high school for your child can feel daunting. As parents, we must consider various factors, such as academic programs, fine arts, athletic opportunities, school values, and community involvement. With so much to evaluate, it is easy to feel overwhelmed. As dedicated parents, we invest significant time researching the educational offerings of different schools. When browsing school websites, you can discover many strengths, including academic reputation, community support, specialized programs (like leadership, business, and technology), graduation requirements, and course listings. The amount of information can seem never-ending.

Along the way, you encounter various acronyms, such as AP (Advanced Placement), DC (Dual Credit), and IB (International Baccalaureate). These terms often appear on school websites, but their meanings can be unclear, complicating your evaluation of their value. These acronyms are particularly important to the schools, as they display them prominently to highlight the benefits of enrolling in advanced-level courses. This raises questions like: How can I determine which advanced-level course best suits my child? What does each program entail? Or how do these courses help my child get into a university?

Exploring these course options is vital for making informed decisions about your child’s educational journey. Acknowledging this crucial step, let us review the key features and benefits of each course option—AP, DC, and IB—to assist you in confidently navigating the selection of the right school for your child.

The Advanced Placement (AP) program, established by the College Board, offers high school students college-level courses and exams. Universities recognize AP courses and can provide college credit for high exam scores. There are 39 AP courses in art, science, math, and history. AP courses can start at any point in high school, enabling students to focus on subjects that match their interests and strengths (Price, 2022).

AP courses deliver rigorous content and an accelerated pace similar to college freshman classes, emphasizing comprehension and practical application. The nationwide curriculum ensures consistent quality while fostering vital skills such as critical thinking, time management, and effective study habits for college success.

When students enroll in an AP course, they take an end-of-the-year Standardized AP exam, which is scored on a scale of 1 to 5. 3 or higher is considered passing or qualified. By scoring well on AP exams, students may earn College Credit, which can save time and money once they enroll in college.

Research shows that students participating in AP courses during high school are more likely to enroll in four-year colleges and graduate within four years. Specifically, evidence indicates that students who completed at least one AP course in high school are 171% more likely to enroll in a four-year institution than their peers who did not take any AP courses. Students who have taken AP courses in high school were even shown to have higher first-year GPAs in college (Mattern et al., 2013). Research has even shown that AP students are more likely to graduate on time and pursue and obtain an advanced degree (Warne, 2017).

• Flexibility: Students can choose specific AP courses based on their strengths and interests, making the program more à la carte or customizable.
• College Credit: Many colleges offer credit for high AP exam scores, potentially saving students time and money in college.
• Widespread Acceptance: AP courses and exams are widely accepted by colleges, making them a safe choice for students aiming to impress admissions committees.

• Varying Credit Policies: Not all colleges offer credit for AP scores, and policies can vary widely.
• Standardized Testing Pressure: Success in AP courses is heavily dependent on a single exam, which can add stress

Dual Credit programs let high school students enroll in college courses, earning both high school and college credits simultaneously. Offered through partnerships between high schools and local colleges or universities, they provide a taste of college-level work in a familiar setting. Courses are taught by college instructors or qualified high school teachers, and credits earned are mostly transferable to many institutions, offering real-world exposure to college experiences (Texas Education Agency (TEA). Course content and difficulty may differ based on the partnership between the high school and the college, ensuring students get a realistic preview of higher education demands (American Institutes for Research (AIR).

Students will receive grades similar to those used in colleges and universities. Their performance will be assessed through coursework and exams, graded according to the institution’s standards. They will obtain a college transcript and earn credits, which will also appear on their high school report card. These credits may be transferable to other higher education institutions, potentially allowing students to save time and money by bypassing introductory courses (Bragg, 2015).

Research has shown that students who take dual credit courses have a higher first-year grade point average than those who do not. Additionally, they exhibit higher levels of persistence, with an 11% greater likelihood of advancing into the second year of college (Swanson, 2008). Even in Texas, students with dual credit were more likely to graduate on time (ACT, 2016).

• College Credit: Students can earn college credits while still in high school, potentially reducing the time and cost of a college education.
• Exposure to College-Level Work: Dual Credit courses give students a taste of college classes, which can ease the transition to higher education.
• Course Variety: These programs often offer a broader range of subjects than the high school curriculum.

• Credit Transferability Issues: Credits earned may not transfer to all colleges, especially out-of-state or private institutions.
• Less Rigorous Standards: Dual Credit courses, especially those offered through community colleges, may not be as challenging as AP or IB courses, depending on the institution​

The International Baccalaureate (IB) Diploma Program is an educational curriculum designed for high school students, typically in their last two years. Its goal is to provide a well-rounded education that prepares students for college and develops essential life skills. The IB diploma is known for its rigorous assessment system, preparing students for college, and is highly regarded by universities worldwide.

The program encourages a global perspective and critical thinking across disciplines. It requires students to engage in research and community service, fostering a well-rounded education. In high school, IB students are usually categorized as middle-year program students (students in 6th grade through 10th grade), IB certificate students (when students take select IB courses), and IB diploma students (the last two years).

The curriculum comprises six subject groups in which students are evaluated through three core components. The IB Diploma Program includes three core components: Theory of Knowledge (TOK), which encourages critical thinking about knowledge; Extended Essay (EE), where students conduct independent research on a chosen topic; and Creativity, Activity, Service (CAS), involving participation in activities outside the classroom for personal growth and responsibility.

Starting in 11th and 12th grades, students can earn either the IB diploma or IB certificates in specific subjects. An IB certificate allows students to take individual IB courses without pursuing the full IB diploma. Students can earn IB certificates for each completed course, providing the benefits of the IB curriculum without the need to commit to the entire diploma program (HuffPost, 2013).

IB courses are scored on a 1 to 7 scale, with 7 as the highest. Each student takes six subjects for a total of 42 points. Students also complete the Core Components: Theory of Knowledge (TOK) and the Extended Essay (EE), adding up to 3 bonus points. Creativity, Activity, and Service (CAS) is required but unscored. The maximum IB Diploma score is 45 points. To earn the diploma, students need at least 24 points, complete CAS, and have no more than three scores of 3 or lower in Higher Level courses. Scoring combines internal (coursework, projects, oral exams) and external (written exams) assessments (International Baccalaureate Organization).

IB students exhibit strong academic, social, and emotional qualities. They often excel academically, frequently outperforming peers in other curricula. Consistent with existing research, approximately 85% of Diploma Program students in the United States enrolled in a university directly after high school, compared to 66% of all US high school graduates. Additionally, Diploma Program students were more likely to advance to their second year of university, with a 90% persistence rate toward degree attainment (International Baccalaureate Organization). Furthermore, IB students boasted higher six-year graduation rates at 83%, significantly above the national average of 56% (Adams, 2015). A study found that 62% of IB Diploma Program graduates earned a four-year college degree within three years, exceeding the 41% rate among all U.S. students (International Baccalaureate Organization). Other research has supported the success of the IB program. For example, four years after taking their 2008 exams, 79% of IB students graduated with a bachelor’s degree, compared to the national average of just 39% (Adams, 2015).

• Global Recognition: IB is recognized by universities worldwide and is valued for its rigorous academic standards and holistic approach.
• Comprehensive Development: The program fosters well-rounded development, including critical thinking, research, and international mindedness.
• College Preparedness: Students are better prepared for the challenges of university-level work.

• Intensity and Rigor: The demanding program can be overwhelming for some students.
• Limited Flexibility: Unlike AP, IB requires students to commit to a full program rather than selecting individual courses, which may not appeal to all students​

Choosing between AP, DC, and IB programs is no small decision, as these options offer unique benefits that align with different learning styles and goals. As discussed earlier, these programs challenge students academically and play a critical role in shaping their readiness for college and beyond. Including one of these programs on a transcript can enhance university acceptance chances and set the foundation for future success. By reflecting on your child’s strengths, interests, and aspirations while seeking guidance from experts such as the school’s admissions or academic team, you can confidently assist them in navigating an educational path that promotes growth, prepares them for higher education, and nurtures a lifelong passion for learning.

At St. Thomas High School, a Roman Catholic college preparatory school for boys in grades 9-12 in Houston, Texas, we focus on enriching young minds during their formative years. With high-tech classrooms, state-of-the-art athletic facilities, and a celebration of our rich tradition, the St. Thomas community provides a fulfilling high school experience for young men. Our academic program includes advanced-level courses, 20 AP courses, and 4 dual credit classes, challenging students to reach their potential and preparing them for a successful college transition as faith-filled lifelong learners.