Introduction
For University Advisor Joanna Shearer, each education system, whether only slightly or glaringly different, has an impact on the character and values of its students. Shearer said academic curriculums are often based on 鈥渂oth cultural and social beliefs鈥� as well as educators鈥� opinions on 鈥渨hat is most important for children to learn.鈥澛�
Echoing Shearer, World Languages Teacher Carlos Alvarez-Santos said the values of an institution can determine the morals of its students.聽聽
鈥淰alues provided by not only the schools but also the teachers who work in the school, are the key to the education of any young person,鈥� Alvarez-Santos said. 鈥淚t鈥檚 the school and the home life that play the biggest roles in the growing process of a student.鈥澛�
Additionally, Alvarez Santos said one鈥檚 school and family environment shapes the identity of an individual.
鈥淭hey [school and family values] determine exactly how that person is going to be like in the coming future,鈥� Alvarez Santos said. 鈥淵ou are who you are based on all of the influences that you have had in your life.鈥澛�
According to Shearer, a large number of students in the school have attended institutions that model the British and International Baccalaureate programs. She said the curriculums each 鈥渃arve an individual pathway鈥� for the pupils and allow for 鈥渕any different reflections and experiences.鈥�
Students in the UK school system take a minimum of five General Certificate of Secondary Education exams in Grade 10, according to the , and subsequently take three-to-five A-level classes and their respective exams in Grade 12.聽
On the contrary, the Advanced Placement system allows students to explore subjects at either a standard or introductory college level, according to , although the number of classes taken depends on each school鈥檚 limitations. Further, the IB program entails six subjects, three of which must be taken to an advanced degree.
Academic differences
Alvarez-Santos, having taught at both AP and British schools, noticed stark contrasts in the priorities of each type of institution.聽
鈥淎SL is a school that is focused more on the experiences and character of their students,鈥� Alvarez Santos said. 鈥淭he British school system isn鈥檛 as attentive to the students鈥� emotional needs. It鈥檚 focused on the academics as a first focus.鈥�
ASL is a school that is focused more on the experiences and character of their students.
— World Languages Teacher Carlos Alvarez Santos
Additionally, Chloe Cassidy (鈥�26), a student who has studied in both systems, said the British system had a significantly larger workload than ASL.
鈥淭hey were very focused on GCSEs and constantly working towards that,鈥� Cassidy said. 鈥淗ere, it鈥檚 not as focused on exams and work. We are getting prepared more in general for life.鈥澛�
Moreover, Shearer said the British curriculum 鈥渞eally locks students in their chosen area鈥� and does not allow for much exploration beyond the limited number of subjects chosen at the age of 15.
Likewise, HS Science Teacher Karen Bonthrone said subject choices in Britain are set with 鈥渓ittle to no flexibility,鈥� unlike the American AP system.
鈥淵ou鈥檝e got that situation where kids have got to know what they want to do so early on,鈥� Bonthrone said. 鈥淗ere, you’ve got much more flexibility, you get into classes and then you can completely flip in 12th grade if you need to.鈥澛�
University planning
Despite speculation around the favored system for university admissions, Shearer said each curriculum type adds to a student鈥檚 background and is evaluated fairly.
鈥淓veryone is assessed on their own merit and assessed individually,鈥� Shearer said. 鈥淐olleges generally do not have a preference because it’s just not the way the applicants are reviewed.鈥�
Furthermore, Shearer said the debate goes beyond a clear cut answer as schools value variety within their student body.聽
鈥淚t’s not just, 鈥榶es or no鈥� for the AP and IB in college, each school offers something different and, in reality, universities just want diversity in their community,鈥� Shearer said.聽
Reflecting on the school鈥檚 university acceptance successes, Shearer said the APs the school offers are widely recognized and are a qualification that fully matures its students.
Personal reflections
Cassidy said the relationships between pupils prove dissimilar across the American and British curriculums since the British system doesn鈥檛 foster as much of a 鈥渃lose environment鈥� between students.
There is an ethos in British schools where students don鈥檛 interact with their teachers outside of class.
— Science Teacher Karen Bonthrone
鈥淭here is more a community sense at ASL that can鈥檛 be matched by the other systems,鈥� Cassidy said.聽
As a consequence of the distant relationships, Bonthrone said students in British schools are much more independent in their studies, contributing to a stigma around seeking help.
鈥淭here is an ethos in British schools where students don鈥檛 interact with their teachers outside of class,鈥� Bonthrone said. 鈥淪tudents can鈥檛 come and ask you, or they don鈥檛 want to, because it鈥檚 a part of the culture not to come and ask.鈥澛�
Moreover, Bonthrone said the IB system minimizes 鈥渟ocial individuality鈥� and cultivates students of 鈥渧ery similar character,鈥� despite the diverse academic pathways offered.
Unlike her previous British curriculum, Cassidy said ASL emphasizes education as a continuous journey and encourages students to learn beyond the school鈥檚 walls.
鈥淭his school values more what you leave the school with and future experiences in the real world,鈥� Cassidy said. 鈥淢y British school was much more about getting the grades that you wanted and nothing else.鈥�
Although Bonthrone outlined differences between the British, American and international curriculums, she also said these school values share certain morals that will always hold true.
鈥淭hey may look different in the school systems, but all schools operate under wanting every student to do the best they can,鈥� Bonthrone said. 鈥淣o difference in academic subjects or philosophy would change that.鈥�
