Students tell board AP classes boost challenge and raise scheduling concerns

Student representatives from Brookfield East and Brookfield Central described advanced placement (AP) classes as rigorous college‑level courses that offer both challenge and potential college credit. One student summarized the attraction as an academic boost: “There's just, like, obviously, students like the GPA boost,” while others emphasized the value of peer environment and classroom rigor.

Why it matters: The district administers a high volume of AP exams (administration said more than 1,700 exams were written last year), and student suggestions about timing and review structure aim to improve exam readiness and scores.

Details and suggestions: Students raised concerns about the long gap between some AP courses and the national exams when courses run in the first and second terms; one student noted a teacher who scheduled a class in later terms and reported better scores. Suggestions included offering more AP classes in second/third terms, expanding review sessions at varied times (before school, after school, excellence period or lunch), and better coordinating which subjects are offered in which terms to reduce the retention gap before exams.

Board discussion: Members asked why some students do not take AP exams (cost, prioritization and college credit variability were cited) and inquired about structured review schedules. Students and staff described existing excellence‑period supports and proposed expanding review options to accommodate students with different schedules.

Next steps: Administration and student reps said they would continue to explore scheduling and expanded review sessions to support AP students and report back through Teaching and Learning Committee channels.