Classical Baccalaureate Program Offers Superior Alternative to Leftist-Dominated AP/IB Courses

Source: Auguste Meyrat. "I Can't Wait To Teach This Pro-US Alternative To Woke AP Courses." February 2, 2026. thefederalist.com

The Gist

The author argues that a new Classical Baccalaureate program will finally give students an alternative to AP and IB courses, which he sees as filled with leftist propaganda. He believes this will let students get college credit while learning traditional Western content instead of what he considers inferior progressive material.

Conclusion

The new Classical Baccalaureate program represents a major educational breakthrough that will allow classical education students to earn college credit without compromising their educational values

Premises

1. Current AP and IB programs are dominated by leftist ideology and pedagogical deficiencies that divorce skills from content
2. Progressive education has produced incompetent adults who lack knowledge and skills for independence while being indoctrinated with leftist ideology
3. Classical education based on Western tradition and Christian virtue is superior to progressive education models
4. The AP/IB monopoly forces even classical school students to abandon their curriculum during testing season to learn leftist content
5. Classic Learning Test's new Classical Baccalaureate program will provide assessment and materials that match classical education learning objectives
6. Over 300 colleges already accept the CLT, demonstrating institutional support for classical education alternatives
7. The author's personal experience as an AP teacher confirms the pedagogical problems with College Board materials and methods

Assumptions

• Educational content can be clearly categorized as either 'leftist' or 'classical/traditional'
• Western literary canon and Christian virtue represent objectively superior educational foundations
• Student academic performance correlates directly with ideological content of curriculum
• Classical education produces more competent and independent adults than progressive education
• The Classical Baccalaureate program will maintain academic rigor while avoiding ideological bias

Analysis

Overall strength: Moderate. Argument type: Inductive.

Premise Strength

• Current AP and IB programs are dominated by leftist ideology and pedagogical deficiencies (Weak) — Based primarily on personal opinion and ideological framing rather than empirical evidence
• Progressive education has produced incompetent adults who lack knowledge and skills (Weak) — Broad generalization without supporting data or comparative analysis
• Classical education based on Western tradition is superior to progressive models (Weak) — Value judgment presented as fact without objective criteria for 'superiority'
• Over 300 colleges already accept the CLT (Strong) — Verifiable factual claim that demonstrates institutional acceptance
• Author's personal experience confirms AP pedagogical problems (Moderate) — Relevant anecdotal evidence but limited to one person's perspective

Potential Fallacies

• False Dichotomy (Opening premise about two-party educational system) — Presents only two educational models when multiple approaches exist
• Ad Hominem (Personal teaching experience premise) — Dismisses authors like Ta-Nehisi Coates as 'dimwits' rather than addressing content
• Hasty Generalization (Second premise about educational outcomes) — Claims progressive education produces 'incompetent adults' based on limited evidence

Counterarguments

• Progressive education produces incompetent adults (High impact) — Many successful professionals and leaders were educated in progressive systems
• AP/IB content is purely leftist propaganda (High impact) — These programs include diverse perspectives and rigorous academic content
• Classical education is objectively superior (Medium impact) — Educational effectiveness depends on student needs, not ideological content
• CB will solve classical education assessment problems (Medium impact) — New program is untested and may face same institutional pressures as existing programs

Suggested Improvements

• Evidence base — Include comparative data on educational outcomes between classical and progressive systems Would strengthen claims about educational effectiveness with empirical support
• Ideological framing — Focus on pedagogical differences rather than political characterizations Would make argument more persuasive to broader audience and avoid ad hominem attacks
• Scope of claims — Limit claims to specific benefits of CB program rather than broad educational system critiques Would make argument more focused and defensible

Scenario Tests

• Classical Baccalaureate program fails to gain widespread college acceptance (Challenges) — Would undermine the practical value proposition of the alternative
• Students from both educational models perform equally well in college (Challenges) — Would question the claimed superiority of classical education
• CB program attracts students from public schools seeking alternatives (Supports) — Would validate the argument about demand for non-progressive options

Coherence & Relevance

Premises generally support the conclusion about CB program value, though some broader claims about educational systems are less directly relevant

• AP/IB programs are ideologically biased (Strong) — None - directly supports need for alternative
• Progressive education produces incompetent adults (Moderate) — Broad claim not directly tied to CB program benefits
• 300+ colleges accept CLT (Strong) — None - demonstrates viability of alternative
• Personal teaching experience (Moderate) — Anecdotal evidence may not generalize

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