AP Precalculus: Is it Worth it?

Since their incorporation into pre-college curricula nearly three centuries ago, precalculus classes have offered a bridge between algebra and calculus—a popular route taken by high school students throughout the United States, including at Madison West High School. Historically, individual schools have created different versions of precalculus classes with varying types and standards. However, 2023 saw the course’s new Advanced Placement (AP) version implemented in school districts throughout the United States.

Madison Metropolitan School District recently adopted the course, replacing the original non-AP precalculus class. Such a change has led to questions and concerns regarding the curriculum, difficulty, and implications on student participation. As schools around the nation continue to investigate the course’s results and effects, students and teachers need to learn much more about its functionality and efficacy as a calculus prerequisite and an integral part of the high school math curriculum.

The organization behind the change, the U.S. College Board, is responsible for college-preparatory resource organization and administration for high school students. Committees composed of college faculty and college board AP specialists work together to develop changes to high school curricula, including tests and AP courses. Per the organization, the ultimate goal of the new course is to provide universal access to standardized content within the realm of precalculus. In particular, the College Board provides a comprehensive description of the required AP Precalculus material, with invariable expectations across states and districts. Teachers then derive a curriculum from the course description and obtain or create resources to teach the material. Schools may also add to the curriculum as they deem it necessary. Notably, Arizona State University says this change will reduce gaps in education between algebra and calculus and eliminate related disparities between school districts in the U.S.

Another subject of debate relating to AP Precalculus is whether or not the change will influence enrollment in precalculus classes and affect the number of students pursuing higher math education. Teachers at Madison West have noted that the number of Precalculus sections—that is, the number of groups of students taking the class—has not changed substantially and may increase in future years. AP Precalculus may encourage students seeking more involvement in AP and college-preparatory experiences.

The Regent Review wrote to several AP Precalculus teachers—including Ms. Bradley, a two-year teacher at Madison West with several years of experience in education in the United States and India—to gain perspectives relevant to Madison West. Ms. Bradley outlined in the interview that standardization is essential for course consistency and integrity between schools and districts. Ms. Murphy, the Math Department head, said briefly that the course should provide students with the same course content at a universal level. With this model, students at any particular school should gain the same education as students at another school. Similarly, the teachers suggested that the uniform expectations and goals the AP curriculum provides should facilitate communication and collaboration between teachers at different schools, leading to more spread of ideas and knowledge. Notably, the non-AP Precalculus curriculum once held at West shares considerable aspects with its successor, including a comparable difficulty level and an effective transition into higher-level math.

Like many newly-introduced courses, it will take time and analysis to measure the efficacy of AP Precalculus as the class runs its course. Students and teachers at Madison West have thus far accepted the new course and will likely witness its evolution and development in future years. Most importantly, the staff at Madison West are passionate about adopting the course they feel will help students the most at bridging the gap between algebra and calculus.