AP Classes Disproportionately White
The Recent Uptick of the Devious Licks
By Elian Sanchez
AP classes are a significant part of the high school experience for many students. High achievers, or even those who want more of a challenge, choose to take AP classes.
A noticeable observation in Advanced Placement (AP) course classes—and one supported by the student lists of AP course teachers—is that these classes are made up of predominantly white students. This is most likely to be the case at Madison West High School since West is a majority white school. However, this is not just the case for West, but a trend reflected in the general population.
According to US News, West High is 54 percent white. In AP Biology, out of 88 students taking the course approximately 65 percent of students (57 students) are white. Additionally, in AP Calculus AB and AP Government, around 70-75 percent of students are also white. This trend can be seen in math, science, government, and political courses.
As a response to this data, one AP course teacher at West believes that the main cause of this unequal representation in AP classes is socioeconomic status. “I think this [data] is a reflection of society and the education system. White students, and students who occupy higher socioeconomic status have access to more opportunities in education.”
Although Madison West High is striving to make their school anti-racist, it is compelling to see that there are still divisions based on racial grounds.
Many students hope the school will further increase its attempts to encourage not just minority students, but also lower-income students to participate in the Advanced Placement programs. These courses both increase the chances for acceptance at many colleges as well as save families money by foregoing the cost of future college credits.
For lower-income students, there are waivers that allow test-taking for free.
By Ava Bauer and Sophie Kunstman
Superfluous and potentially dangerous trends have been part of the internet since its inception—take inhaling cinnamon or swallowing laundry detergent. Now, a new craze has originated on TikTok and found its way into schools around the world.
What started out as an occasional video—set to a token song—that a TikTok user might scroll by casually has now become a much more popular—and serious—affair. Before September 17, anyone could search TikToks tagged with “#deviouslick” and find thousands of videos of students stealing appliances and equipment from their schools for the sake of a viral video. Since then, TikTok has banned the use of the term “devious lick,” related hashtags, or the coined audio, though a bit too late. The trend has remained a prevalent issue at schools and continues to be documented on social media apps including Snapchat and Instagram.
High schools across the country have been affected by these “devious licks,” and West High School is no exception. Anywhere from nabbing soap dispensers and toilet paper to a classroom’s microscope, these mischievous hijinks have crossed boundaries between morals and entertainment. Although West admin has not formally set any boundaries to prevent damaged or stolen property yet, other schools have taken action. A school in Bartow, Florida arrested a 15-year-old vandal, and in Blooming, Minnesota, a school implored parents to monitor their children’s phones. There has been positive action taken in response to this trend, like sixth-grade Alexis Higgins from Las Vegas who used her and her family’s personal money to buy enough products to restock her school’s restrooms, and Kansas’s Washburn Rural High students who raised $700 for their school’s custodial staff.
The growth of this trend begs the question—how far is too far? And what should the consequences be?