2019-2020 AP Exam Registration has ended. If you have questions, please contact Alaina.Brown@NoviK12.org
Novi High School is a member of the College Board
- AP Biology
- AP Calculus AB
- AP Calculus BC
- AP Chemistry
- AP Computer Science A
- AP Economics: Macroeconomics
- AP Economics: Microeconomics
- AP English Language and Composition
- AP English Literature and Composition
- AP Environmental Science
- AP European History
- AP French Language and Culture
- AP Government and Politics: US
- AP Japanese Language and Culture
- AP Physics C: Mechanics
- AP Physics C: Electricity and Magnetism
- AP Psychology
- AP Spanish Language and Culture
- AP Statistics
- AP U.S. History
NEW DISTRICT POLICY REGARDING SELF-STUDY FOR AP EXAMS
Novi High School, beginning in Fall 2019, decided not to allow students to self-study for AP Exams. This decision was made for several reasons, the most important reason of which is our concern for students' mental wellness. The practical reason is knowledge that AP exams alone do not improve student's acceptance to universities.
World Languages are the only exception.
If you have financial need, but do not qualify for free and reduced lunch, please fill out this AP Scholarship Application
Based on information provided on College Board and IB websites.
Who can take these classes?
When can students begin the program?
What is the purpose of the program?
To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
How many Courses are offered at Novi?
AP: 22 courses
IB: 15 courses - Higher Level (HL) courses are 2 years, Standard Level (SL) courses are 1-2 years.
How many courses must students take?
How much does it cost?
All fees are paid in October of Testing Year , these numbers are based on the 2019/20 fees
AP: $94 most courses, $142 Capstone courses, Capstone Diploma costs at least $660*
*4 AP classes + Seminar & Research required
IB: $119 per course, IB Diploma (6 courses) costs $714
Do AP/IB classes fulfill graduation requirements?
Biology = AP Biology or IB Biology HL
Chemistry = AP Chemistry
Physics = IB Physics SL
English 11 = AP Language and Composition or IB Literature HL1
English 12 = AP Literature and COmposition or IB Literature HL2
US History = AP US History or IB History of the Americas HL2
Civics = AP US Government
Economics = AP Micro AND Macro Economics
World History = AP European HIstory or IB World SL/HL1
What are the Core beliefs of the program?
AP: In the AP Capstone™ program, students consider and evaluate multiple points of view to develop their own perspectives on complex issues and topics through inquiry and investigation.
AP Capstone gives students the following pedagogical framework (“QUEST”) to develop, practice, and hone their critical and creative thinking skills as they make connections between various issues and their own lives:
- Question and Explore
- Understand and Analyze Arguments
- Evaluate Multiple Perspectives
- Synthesize Ideas
- Team, Transform, and Transmit
*note this framework only applies to Seminar and Research.
IB: The aim of all IB programmes is to develop internationally minded people, who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. All elements/courses of the program support the Learner Profile, which means, IB learners strive to be:
Is service learning part of the program?
WHAT ARE SOME Unique elements?
AP: Students can focus all of their coursework on the subject(s) of interest.
Junior year students may take Seminar and senior year they may take Research. The culmination of these courses is group and individual presentations and writing. Students write a 5,000 word essay on a topic of interest in Research.
IB: The Diploma Programme is recognized as the most rigorous high school program. Diploma students are required to take one course from each category, demonstrating their ability across subjects. Subjects of interest are typically taken for two years, while those meant to round out the student are typically only one.
Diploma students must complete the core requirements in addition to IB classes. The core requirements include Theory of Knowledge, CAS experiences, and writing their own 4,000 word Extended Essay under the guidance of a teacher mentor.
WHAT ARE SOME College Perspectives?
AP: Perceived as increasing opportunity to earn college credits.
IB: Perceived as an opportunity to increase chances of admission because it is the most rigorous high school curriculum.
Examples of college credit based on scores
English: AP - up to 4 credits, IB up to 4-8 credits for 2 years of classes
Biology: AP - up to 8 credits, IB up to 8 credits
University of Michigan LSA
English: AP - up to 6 credits but does not fulfill grad requirements, IB up to 6 credits for 2 years of classes
Biology: AP - up to 8 credits towards overall number needed to graduate, not biology specifically, IB up to 5 credits
*All IB classes listed are 2-year HL courses, only similar AP/IB classes are listed for illustrative purposes. Students must achieve passing scores for these credits to apply.
**More credit opportunities in AP classes overall due to the number of classes offered and single year requirement.
Your AP scores will be available online July 5.
Friday, May 1: Afternoon: IB Business Management HL P1
- Monday, May 4: Morning: AP US Government and IB Business Management HL P2
- Monday, May 4: Afternoon: AP Physics C: Mechanical (11:30am), AP Physics C: E & M (2pm)
- Tuesday, May 5: Morning: AP Calculus AB and AP Calculus BC
- Tuesday, May 5: Afternoon: IB History SL/HL P1-2
- Wednesday, May 6: Morning: AP English Lit. & Comp., IB History HL P3
- Wednesday, May 6: Afternoon: AP European History
- Thursday, May 7: Morning: AP Chemistry
- Thursday, May 7: Afternoon AP Japanese, IB Biology HL P1-2
- Friday, May 8: Morning: AP US History and IB Biology HL P3
- Friday, May 8: Afternoon: AP Computer Science A
- Monday, May 11: Morning: AP Biology
- Monday, May 11: Afternoon: AP Chinese, AP Environmental Science, IB Math Studies SL P1, and IB Math SL P1
- Tuesday, May 12: Morning: AP Seminar, AP Spanish, IB Math Studies SL P2, and IB Math SL P2
- Tuesday, May 12: Afternoon: AP Psychology, IB Japanese SL P1, and IB German SL P1
- Wednesday, May 13: Morning: AP Lang. & Comp., IB Japanese SL P2, and IB German SL P2
- Wednesday, May 13: Afternoon: AP Microeconomics
- Thursday, May 14: Afternoon: AP Macroeconomics, IB English Lit. HL P1
- Friday, May 15: Morning: AP French, IB English Lit. HL P2
- Friday, May 15: Afternoon: AP Statistics
- Tuesday, May 19: Afternoon: IB Spanish B SL P1
- Wednesday, May 20: Morning: IB Spanish B SL P2
- Wednesday, May 20: Afternoon: IB Physics SL P1-2 and IB Sports, Exercise, Health Science HL P1-2
- Thursday, May 21: Morning IB Physics SL P3 and IB Sports, Exercise, Health Science HL P3
- Thursday, May 21: Afternoon: IB French B SL P1
- Friday, May 22: Morning: IB French B SL P2
Novi High School’s Language Policy for International Baccalaureate
School Profile: Novi is a city of approximately 60,000 residents, earning a median income of $80,151. More than 55.7% of the population has earned at least a bachelor’s degree. The racial and ethnic background of the community is diverse with 71% white, 15% Asian, 8% African American, 3.0% Hispanic, and 1.8% multiracial (courtesy of www.cityofnovi.org ). Currently, there are 263 Japanese families in the community. We house the Japanese School of Detroit at our high school on Saturdays.
Our high school reflects this data as well. At Novi High School, 41 languages were self-reported by students as their primary language in the August 2015 registration. After review, and combining languages like Chinese with Mandarin, a simplified graph was produced. Although English is the dominant language, there is a wide range of languages spoken by Novi students both in school as well as in the home.
At Novi High School language learning, learning through language, and learning about language is a cornerstone of all learning. We use language to construct meaning, inquire about the world, and share understanding with others.
Authentic language learning crosses all disciplines and promotes critical thinking. Students are equipped and empowered to use strategies, or learning tools, to engage in inquiry-based learning. Using these tools, students read, listen, and view in order to comprehend texts of all kinds. They write, speak, and present to navigate the complexity of ideas they encounter within all disciplines. The following ten beliefs about language learning anchor and guide our instructional practices:
1. Language acquisition is a life-long process connected to intellectual, emotional, and social growth.
2. Language learning requires decision-making and reflects upon one’s knowledge of language usage.
3. Language learning communities are local, regional, national, and international. All spheres of language interaction are interrelated.
4. Language learning in the mother-tongue maintains cultural identity.
5. Language proficiency in one language transfers to learning other languages and other content.
6. Language usage allows students to communicate learning for personal, public, and academic reasons.
7. Language usage produces intended and unintended messages.
8. Language learning is both natural and unnatural, but language acquisition, in general, is progressive.
9. Language is a social construct and is a foundation for all learning
10. Language learning fosters equity and builds community.
Diploma Programme students's enrollment and outcomes at US postsecondary institutions (2015)
An analysis of the development of positive academic mindsets in diverse International Baccalaureate World Schools (2017)
A study of "reflectin" in the International Baccalaureate Diploma Programme (2016)
Establishing a STEM pipeline: Trends in male and female enrollment and performance in higher level secondary STEM courses (2015)
Case studies of learner profile implementation and impact in the United States (2014)
Postsecondary education attainment of IB Diploma Programme candidates from US high schools (2013)
Student perceptions of the value of the International Baccalaureate extended essay in preparing them for university studies (2013)