What is the Advanced Placement Program?

The Advanced Placement Program® (AP®) is a challenging academic program designed to provide motivated high school students with college-level academic courses. High school students who complete AP courses demonstrate their mastery of subject material by earning qualifying grades on AP Examinations. AP is considered a standard for academic excellence in the United States, AP courses with qualifying exam grades are accepted for credit, advanced placement, or both, by most American colleges and universities. In addition, AP courses and exam grades are used in the admissions process in more than 400 universities outside the United States.

Who creates the AP Examinations, and how are the exams graded?

AP Examinations are created by a committee of experienced AP secondary school teachers and university professors specializing in each of the disciplines for which an examination is offered. The multiple choice portion of AP Exams is scored by computer. The free-response sections of AP Exams are scored by AP teachers and university professors in a weeklong June scoring session. Detailed scoring rubrics are established for each examination by Chief Faculty Consultants for each discipline, who oversee the scoring of the free-response questions. Great care is taken by the Chief Faculty Consultants to ensure accuracy and consistency in scoring to result in a fair assessment of student free-response performances. Total composite scores for the combined multiple-choice and free-response portions of the exams are converted into AP grades of 1 (no recommendation) to 5 (extremely well qualified), which are released in mid-July to the students and the colleges and universities of their choice.

How do colleges and universities recognize AP courses?

Approximately 3,000 North American universities recognize AP courses and examinations. Students presenting qualifying grades on AP Exams may earn anywhere from 3 to 6 credits (for a single course) to one year of college credit. As universities in the United States and abroad differ regarding the exact nature of their acceptance policies, AP students are advised to inquire directly at the universities concerning their respective policies for specific AP Examinations.

AP courses and qualifying grades are also used as acceptance and admissions criteria by an increasing number of universities in identifying high performing and highly motivated students. By taking AP courses, students demonstrate their mastery of a subject and their ability to work at the academic level required in higher education.

Why Do AP?

Extensive Recognition – AP is recognized by approximately 3,000 American colleges and universities, which grant credit, advanced placement, or both for AP courses and exam grades. More than 400 additional universities in 27 countries also recognize AP courses and exam grades in the admissions process. Colleges and universities recognize the value of AP for preparing students to succeed in rigorous university courses.

Access and Equity – AP promotes open access to students who may excel in only one or two academic disciplines. The AP Program is designed to give all students an opportunity to challenge themselves with a rigorous academic experience.

Exam Reliability and University Standards – AP emphasizes statistical exam reliability to ensure fairness in scoring, along with results that can be trusted by students, schools, and universities. Through regular surveys and comparability studies, the AP Program ensures that courses and examinations reflect actual university-level standards.

Classes Currently Offered at Fitch for AP:

What is the International Baccalaureate Program?

The International Baccalaureate Diploma Program (IB) is a rigorous pre-university program leading to assessments in seven subject areas. Established in 1968, the IB offers a challenging curriculum noted for its depth and its international perspective.The IB's programmes are different from other curricula because they:

• encourage students of all ages to think critically and challenge assumptions
• develop independently of government and national systems, incorporating quality practice from research and our global community of schools
• encourage students of all ages to consider both local and global contexts
• develop second-language proficiency

The two-year IB Diploma provides a coherent and demanding early college educational experience across the full curriculum. Beyond completing college-level courses and examinations, IB students are also required to engage in community service, individual research, and an inquiry into the nature of knowledge. IB focuses on the Learner Profile -- ten critical traits that we wish to cultivate in all learners. While IB is an integrated and interdisciplinary learning experience, the student remains at the heart of all IB programs and coursework, and IB aims to develop active, critical thinking, global citizens.

The IB Diploma is accepted as an admissions credential at universities in 102 countries. In addition, high scores on IB exams often entitle students to credit or placement at university. There are thousands of universities and colleges that recognize IB and IB course credit world-wide. Students should visit the following link to obtain information about IB credit policies and preferential admission policies at the schools in which they have interest. 2018 University and College Recognition. IB courses and exams are offered at thousands of schools in 120 countries.

Who creates the International Baccalaureate examinations, and how are the exams graded?

Generally speaking, the final IB grade of 1–7 consists of two major elements. Between 20 and 50 percent of the grade is based on internal assessment, classroom work done during the IB course and graded by IB teachers against specific published criteria. The remaining 50–80 percent of the grade is based on external assessments, which are developed by an international board of chief examiners, with input from IB teachers from around the world.

These criterion-based assessments are graded by an international body of 3,500 trained IB examiners, consisting of university professors and master secondary school teachers. The work of the examiners is moderated by an examining board that is also responsible for ensuring that scoring is consistent across subjects and across the world. A final award meeting takes place in each subject at IB’s Curriculum and Assessment Center in Wales, and results are reissued each year in early July. If students fail to attain a passing score on any portion of their IB assessments, IBO will allow students to resubmit or retake any portion of a course up to three times.

How do colleges and universities recognize International Baccalaureate courses and the IB Diploma?

IB has succeeded in its goal to be a universally recognized admissions credential. Specific agreements are in place with ministries of education and universities in 102 countries that recognize the IB Diploma as a valid means of earning entry to postsecondary study.

The IB Diploma is being viewed as a strong indicator of academic promise and achievement. Recent IB research has revealed that IB Diploma students graduate from 4 year institutions at twice the rate of non-diploma students. IB students frequently have an advantage in the admissions process at selective universities. In addition, IB courses and exams are recognized for the purpose of advanced credit and/or placement at over 900 North American colleges and universities. In fact, over 150 postsecondary institutions now grant a full year of credit to students who have earned the IB Diploma.

Why do IB?

IB produces articulate, thoughtful, global citizens with excellent writing skills and great time management abilities.

A High Level of Recognition – Universities in 102 countries welcome IB diplomas as well as individual courses for admissions, placement, and credit purposes. Individual IB courses are recognized as signifying a student’s rigorous preparation in an academic discipline; the IB diploma signifies such preparation in all six academic disciplines, service to community, and development of an international perspective.

Fair and Balanced Assessment Using International Standards – IB assessment is of many types, occurs several times over the usual two-year duration of IB courses, and includes the classroom teacher as a partner. IB students’ work is assessed by several examiners whose assessments are carefully moderated by an international examining board. IB teachers receive detailed formal feedback on every aspect of their students’ IB assessment each year.

A Remarkable Degree of Flexibility – IB curricula and examinations are available in IBO’s three official languages of English, Spanish, and French. The IB Diploma offers schools a wide variety of courses, teachers a wide choice of topics, and students a wide variety of assessments and areas of specialization.

Commitment to Authorized Schools – Schools must undergo an exhaustive application process for authorization to offer our courses. Once authorized, schools are required to participate in IB professional development on a regular basis and to be reviewed every five years by the appropriate regional IBO office.

Classes Currently Offered at Fitch for IB:

What is the International Baccalaureate Career-related Programme (IB CP)? 

The Career-related Programme is the most recent addition to the IB offerings at Fitch High School. Its key aim is to provide options for students. Modern life places complex demands on graduates entering further/higher education or employment. An integral part of the Career-related Programme is enabling students to become self-confident, skilled and career-ready learners. Participation in the IB CP equips students not only with the necessary skills and the learning dispositions for future success, but also the ability to manage and influence change.

The Career-related Programme helps students to:

• develop a range of broad work-related competencies and deepen their understanding in specific areas of knowledge through their Diploma Programme courses
• develop flexible strategies for knowledge acquisition and enhancement in varied contexts
• prepare for effective participation in the changing world of work
• foster attitudes and habits of mind that allow them to become lifelong learners willing to consider new perspectives
• become involved in learning that develops their capacity and will to make a positive difference.
• integrates broad, general learning areas as well as specific career-related content into a rigorous and challenging framework of education.

Participation in the IB Career-related Programme can lead to:

• Employment: the transferrable skills fostered in the personal and professional skills course, combined with the specific knowledge and skills developed by students in their career-related studies provide an opportunity for students to move directly into employment in their chosen field.

• Apprenticeships: apprenticeship schemes are available in many countries where students are given on-the-job training as well as classroom instruction in a particular craft or trade.

• Further education: students may wish to continue their education at educational institutions that specialize in their chosen field of study.

• Higher education: the mix of career-related skills combined with the knowledge and skills obtained from studying Diploma Programme courses allows students access to higher education institutions such as universities and colleges.

Requirements of the IB Career-related Programme:

• The choice of at least two Diploma Programme courses (that aligns with the IB CP that the student is enrolled in), which provide and enhance the theoretical underpinning and academic rigor of the IB CP programme.
• Participation in a career-related study programme: Nursing, Project Lead the Way (PLTW), and Business (for school year 2023-2024)
• Participation in the unique Career-related Programme core (see below)

The Career-related Programme Core:

There are four required components of the IB CP core. They are: personal and professional skills, service-learning, language development, and a reflective project. The components of the core are at the heart of the Career-related Programme and are designed to enhance students’ personal qualities and professional development. The Career-related Programme core contextualizes the Diploma Programme courses and the career-related study and draws all aspects of the framework together. The core is designed to develop many of the characteristics and attributes described in the IB learner profile.

• personal and professional skills

• service learning

• language development

• reflective project

Personal and professional skills

The personal and professional skills course aims to develop responsibility, practical problem-solving, good intellectual habits, ethical understandings, perseverance, resilience, an appreciation of identity and perspective, and an understanding of the complexity of the modern world. Emphasis is on the development of skills needed to successfully navigate higher education, the workplace and society. A minimum of 90 timetabled hours is expected to be devoted to the personal and professional skills course.

Service learning

Service learning is the practical application of knowledge and skills towards meeting an identified community need. Through service, students develop and apply personal and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility and accountability for their actions. A minimum of 50 hours is expected to be devoted to service learning.

Language development

Language development ensures that all students have access and are exposed to an additional language, which is a central tenet of an IB education and will increase their understanding of the wider world. Students are encouraged to begin or extend the study of a language other than their best language that suits their needs, background and context. It develops students in the areas of oral, visual and written linguistic and communicative abilities. A minimum of 50 hours is expected to be devoted to language development.

Reflective project

The reflective project is an in-depth body of work produced over an extended period and submitted in year 2 of the Career-related Programme. Through the reflective project, students identify, analyze, discuss and evaluate an ethical dilemma associated with an issue from their career-related studies. This work encourages students to engage in personal inquiry, intellectual discovery, creativity, action and reflection, and to develop strong thinking, research and communication skills. The reflective project is assessed by the teacher and externally moderated by IB, using grades A to E, with A representing the highest level of achievement. A minimum of 50 hours is expected to be devoted to the reflective project.

*Students will take the Personal and Professional Skills class which will incorporate the Service-learning (SL) and Reflective Project (RP) components. Some outside time for the SL and RP will be needed.  

FITCH IS AN INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM AUTHORIZED SCHOOL.  This means that all grade 9 and 10 students are taught using the IB MYP instructional model. The MYP aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. 

The result is young people who are creative, critical and reflective thinkers. Research shows that students participating in the MYP:

• build confidence in managing their own learning
• learn by doing, connecting the classroom to the larger world
• outperform non-IB students in critical academic skills 
• consistently have greater success in IB Diploma Programme examinations
• thrive in positive school cultures where they are engaged and motivated to excel 
• develop an understanding of global challenges and a commitment to act as responsible citizens.

During their 10th grade year, students will investigate and develop a personal project based on an area of personal passion and interest. Students will have faculty advisors to help them with the process, and will display and explain their work at an annual Personal Project Expo, open to parents and the public.

What is Project Lead The Way?

Project Lead The Way (PLTW) provides a comprehensive approach to STEM Education. Through activity-, project-, and problem-based curriculum, PLTW gives students in kindergarten through high school a chance to apply what they know, identify problems, find unique solutions, and lead their own learning. 

PLTW Engineering is more than just another high school engineering program. It is about applying engineering, science, math, and technology to solve complex, open-ended problems in a real-world context. Students focus on the process of defining and solving a problem, not on getting the "right" answer. They learn how to apply STEM knowledge, skills, and habits of mind to make the world a better place through innovation.

PLTW students have said that PLTW Engineering influenced their post-secondary decisions and helped shape their future. Even for students who do not plan to pursue engineering after high school, the PLTW Engineering program provides opportunities to develop highly transferable skills in collaboration, communication, and critical thinking, which are relevant for any coursework or career.

Classes Currently Offered at Fitch for PLTW:

What is the UConn Early College Experience (ECE) Program?

UConn Early College Experience (ECE) is a concurrent enrollment program that allows motivated high school students to take UConn courses at their high schools for both high school and college credit. Every course taken through UConn ECE is equivalent to the same course at the University of Connecticut. Students benefit by taking college courses in a warm setting that is both familiar and conducive to learning. High school instructors who have been certified through the University of Connecticut serve as adjunct faculty members and teach UConn ECE courses. Established in 1955, UConn Early College Experience is the nation's longest running concurrent enrollment program and is nationally accredited by The National Alliance of Concurrent Enrollment Partnerships (NACEP).

Why Do ECE?

UConn Early College Experience (ECE) is an opportunity for students to take UConn courses while still in high school. Every UConn ECE course is equivalent to the same course at the University of Connecticut. There are approximately fifty courses in over twenty disciplines made available to partner high schools. Courses are taught on the high school campus by high school instructors who have been certified as adjunct faculty members by the University of Connecticut. UConn ECE students benefit by taking college courses in a familiar setting with an instructor they know. Courses offered through UConn ECE are approximately one-tenth of the cost in comparison to taking the same course on a UConn campus.

Why do I need a UConn transcript?

A transcript is the most important piece of evidence of college work. UConn Early College Experience students are considered non-degree students at the University of Connecticut and have an official University transcript indicating their coursework. A transcript can be sent with a college admissions package while applying to colleges and allows a student to be a more competitive candidate. Once a student has made their choice, a transcript must be sent to their institution in order to transfer credit. The majority of students who have taken University of Connecticut courses through UConn Early College Experience have successfully transferred their UConn credits to the college or university of their choice. UConn Early College Experience credits are usually treated like regular transfer credits. Students do not need to attend the University of Connecticut to have their courses recognized. While the University of Connecticut cannot guarantee course recognition on behalf of another University, it strives to make the transfer of credits from one institution to another as simple as possible. UConn Early College Experience credits transfer at about 87% according to a 2013 study of concurrent enrollment credit transfer conducted by the Research and Development team in the Office of Early College Programs. Students are strongly encouraged to consult with the institution of their choice regarding the transferability of credit. Students must receive a grade of C or above in any UConn Early College Experience course to receive course credit. Any grade below a C will automatically convert to an audit on a student transcript. Students do not receive credit for audited courses. Please note that in some cases, at the discretion of an instructor, a student may receive a different grade for the high school credits than received on the college transcript.

How does it Work?

A Fitch staff member serves as our UConn site representative and is readily available to assist students throughout the registration process. 

Fitch High School follows all dates and deadlines for enrollment, course registration, and adding and dropping classes established by University of Connecticut. Students receive information from the Fitch Site Coordinator for UConn ECE programs throughout the process; this information is available in the UConn classes, via email, and via Parent Square.  Ultimately, students must stay informed of the deadlines and enroll in UConn’s portal. The UConn Bursar’s Office bills families for these courses.  Students that qualify for free and reduced lunch receive a fee waiver for the courses.

Classes Currently Offered at Fitch for ECE:

Potential New Courses:

Interested in earning college credits while still in high school? 

Dual Enrollment courses offered through Eastern Connecticut State University could be a great opportunity! Contact your School Counselor for more information.

Frequently Asked Questions:

What’s a Dual Enrollment course?

• Dual Enrollment courses are Eastern courses offered by teachers at your high school. Your school is one of Eastern’s partnering schools, your teachers can apply to teach Eastern courses. Then, students (like you!) can register for these courses and earn college credits. 

Who can participate in Dual Enrollment?

• Juniors and Seniors are eligible to take courses through Eastern’s Dual Enrollment program.

How much does it cost?

• Dual Enrollment courses cost $25 per credit. Most courses are 3 or 4 credits ($75 or $100). Please contact your School Counselor for more information. 

Which colleges and universities accept Dual Enrollment credits?

• Dual Enrollment courses will be recorded on an official Eastern transcript. These credit(s) may be used to satisfy requirements at Eastern. If you plan to attend another institution, please check with that school’s Admissions Office for transfer credit policies to determine the transferability of Eastern credits towards their degree requirements.

What grade do I need to earn to earn college credit?

• To receive credit for a Dual Enrollment course, you must receive a “C” or higher. Anything under a “C” will not be considered as a passing grade, and no credits will be earned. 

Classes Currently Offered at Fitch for ECE:

Potential New Courses:

Did you know that you can earn college credit while still in high school? 

The Early College and Dual Enrollment programs allow high school students to take classes at their own high school and earn college credit! Credits earned may count towards both your high school diploma and college degree, giving you a head start on your higher education journey.

What are the benefits of being a dual-enrolled student through CT State Community Colleges?

• early exposure to college-level courses and college expectations
• flexibility to take classes on campus, online and/or at your high school
• access to over 1,000 high-interest general education and technical courses that are geared toward career and transfer pathways
• courses taught by highly qualified faculty experts
• small class sizes
• classes may count for both high school credit and towards a college degree
• save time on earning a college degree by not having to repeat learning
• substantial cost-saving potential*
• free access to CT State libraries, tutoring centers, disability and accessibility services, student clubs, college events, advising, mental health and wellness counseling, and financial aid offices

* Save on your college degree by leveraging cost-effective dual enrollment courses and matriculating to CT State when you graduate high school and use CT State's free college program, to complete one of 300 college degrees or certificates when you graduate.

New Course Being Offered at Fitch for CCP: