Editorial: Why ending AP and Honors classes would be a grave mistake for education

In Virginia, the EdEquityVA initiative, launched under Democrat Governor Ralph Northam’s administration, aimed to create a more equitable public school system by addressing systemic inequities that disproportionately affect marginalized students. Northam’s focus was on closing achievement gaps, ensuring that students of all backgrounds had access to high-quality education, and removing barriers that have historically disadvantaged students based on race, socioeconomic status, and disability. As part of these efforts, EdEquityVA pushed for reforms that included revisiting how advanced academic programs, such as honors and Advanced Placement (AP) courses, were administered across the state.

While the goal of EdEquityVA was to ensure that underserved students were not left behind, concerns quickly arose that the initiative could lead to the elimination or dilution of honors and AP courses. Critics argued that by focusing too heavily on equity, Virginia’s education system might de-emphasize the advanced programs that serve high-achieving students, potentially leading to a reduction in the rigor and variety of academic offerings across public schools. The underlying fear was that policies driven by EdEquityVA, intended to close achievement gaps, might ultimately result in lowering academic standards, thereby hurting the very students who benefit from more challenging coursework.

Republican Governor Glenn Youngkin took decisive action to dismantle EdEquityVA, but the concern remains that future administrations may attempt to revive equity-driven policies similar to EdEquityVA. Such initiatives could once again undermine the critical role of advanced coursework in fostering academic growth and excellence. 

The Role of AP and Honors Classes

Advanced Placement (AP) and honors courses have long been a cornerstone of high school education, offering motivated and high-achieving students the opportunity to challenge themselves academically. These courses prepare students for the rigors of college by providing them with a more demanding curriculum and, in the case of AP classes, the chance to earn college credit while still in high school. For many students, these classes not only enhance their academic record but also help them build critical thinking, time management, and problem-solving skills necessary for success in higher education and beyond.

By removing or reducing access to these classes in the name of equity, schools risk depriving students of these valuable opportunities. The argument often presented is that AP and honors courses disproportionately benefit students from more privileged backgrounds, while leaving disadvantaged students behind. However, the solution should not be to bring the top down, but to bring the bottom up—providing additional support and resources to help all students access these programs, rather than eliminating them altogether.

Lowering Standards Harms Everyone

One of the most troubling aspects of eliminating or downplaying advanced courses is the potential for a widespread lowering of academic standards. When schools reduce or remove honors and AP courses, they send a message that academic rigor and achievement are less important than ensuring everyone is on the same playing field. While it’s true that many students face barriers to success—such as poverty, underfunded schools, or language barriers—lowering the bar does nothing to address these challenges. Instead, it diminishes the academic experiences of all students, particularly those who thrive in a more demanding environment.

Furthermore, without honors and AP courses, schools may inadvertently drive more students into basic-level classes, reducing overall academic engagement and motivation. For students who are not ready for the intensity of AP courses but still seek an intellectual challenge, honors classes often serve as a middle ground, allowing them to progress at an advanced level without the pressure of college-level coursework. Eliminating this tier of education leaves students with a stark choice: either push themselves into an AP class they might not be ready for or settle for a standard-level course that doesn’t meet their academic needs.

A Disservice to College-Bound Students

The elimination of AP and honors courses also has significant implications for students applying to college. AP courses, in particular, are seen as a strong indicator of college readiness, with many institutions placing great emphasis on a student’s participation in these programs. When schools fail to offer a robust selection of AP and honors classes, students are left at a competitive disadvantage when applying to selective colleges and universities.

Colleges are well aware of the rigor that AP classes entail, and they use this as a measure of a student’s ability to handle challenging coursework. Without these classes, students from districts that eliminate honors or AP courses may find themselves overlooked in favor of peers from schools that continue to offer these programs. This not only affects individual students but could also lead to a broader erosion of educational opportunities for entire school districts or regions.

Equity Should Not Mean Mediocrity

While the desire to address inequality in education is commendable, it should not come at the expense of academic excellence. There is a real danger that the push for equity could lead to a “race to the middle,” where schools focus more on ensuring equal outcomes than on fostering individual achievement. True equity should not mean dragging down those at the top to create an artificial sense of fairness. Instead, equity should be about raising up those who are struggling and giving all students the support they need to succeed, whether that means more tutoring, better resources, or individualized learning plans.

Schools should aim to expand access to AP and honors courses, ensuring that students from all backgrounds have the opportunity to enroll in these challenging programs. This can be done by providing additional support to students who may face barriers to success, such as offering preparatory programs, mentorship, and resources that help them bridge the gap. It is essential to ensure that students who have the drive and ability to excel academically are not held back by policies that prioritize leveling the playing field over fostering achievement.

Conclusion

Eliminating AP and honors classes in the name of equity would be a grave mistake, one that risks undermining the future success of countless students. Instead of lowering academic standards, schools should be working to expand access to these programs and provide support to all students who wish to take on the challenge. True educational equity is not about diminishing opportunities for high-achieving students, but about ensuring that all students have the tools they need to reach their full potential. By removing these essential programs, we risk creating a system of mediocrity that fails to serve anyone well.