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[Trevor Packer @AP_Trevor]

The 2026 AP English Literature and Composition Exam scores:
5: 16%; 4: 26%; 3: 31%; 2: 16%; 1: 11%

The 2026 AP English Literature and Composition Exam was taken by ~440,000 students, about 3% of the U.S. high school population.

As an avid reader and former English major, I’m always eager to see which novels and plays students select from their AP English Literature and Composition courses as the focus of their AP Exam essays.

Throughout the course, teachers and students dedicate significant time to in-depth readings of novels and plays so that they have a repertoire of full-length works to draw upon when confronted with an essay topic that is not pre-announced.

Here are the top 6 works students most frequently selected as the focus of their essays this year, after the topics were revealed during the exam (topics vary by time zone):

In alphabetical order:
• Death of a Salesman
• Fences
• Frankenstein
• The Great Gatsby
• Romeo and Juliet
• Their Eyes Were Watching God

Other novels AP students frequently focused their essays on this year include: Animal Farm; Anna Karenina; Beloved; Bless Me, Ultima; Brave New World; Ceremony; Crime and Punishment; Divine Comedy; Great Expectations; The House of Mirth; Invisible Man; Jane Eyre; King Lear; Les Misérables; Macbeth; The Metamorphosis; Native Son; Nineteen Eight-Four; Othello; Pride and Prejudice; Song of Solomon; The Awakening; The Scarlet Letter; Things Fall Apart; and Wuthering Heights.

AP English Literature Multiple-Choice Questions (MCQ):

Students scored highest on questions about long works (novels and dramas); 16% of students – generally, the students achieving AP 5s, answered all of these questions without missing a single point, and students achieving AP 3s and AP 4s answered most of these questions correctly.

The most challenging genre was poetry, but many students nonetheless demonstrated strong abilities to analyze such complex and compact use of language: students achieving AP 3s and 4s and 5s answered most of these questions correctly.

The single strongest skill students demonstrated was analyzing the function of word choice, imagery, and symbols: students achieving AP 4s and AP 5s typically earned perfect scores across this body of questions, while students earning AP 3s generally missed no more than a single point on these. This skill of close reading is at the heart of literary interpretation, and indicates that successful AP English Literature students are reading for how a text creates meaning, not just what it says. Kudos to these teachers and students for the time and care spent working across such a variety of novels, plays, poems, and short stories to develop this skill.

AP English Literature Free-Response Questions (FRQ):
https://t.co/78VPI90tKw

The three free-response questions span the range of literary analyses: a poetry analysis, a prose fiction analysis, and an open literary argument. In the two hours allotted to this section, students seeking a score of 3 or higher needed to read several pieces of literature and then produce three complete, evidence-based analytical essays — each one demanding a defensible interpretation, well-chosen textual evidence, and clear reasoning about how an author builds meaning.

So: very big congratulations to the students who succeeded on this exam. Students closely analyzed a 1984 poem and a 2010 novel passage they had likely never seen before, and then argued an interpretation of a major work of fiction entirely from memory. This is rigorous, traditional literary study: thesis, evidence, and interpretation, performed three times over in 120 minutes, thus generating significant evidence of the student’s skills.

I also love that the committee anchored these prompts in texts of real literary merit and genuinely human subject matter — a runner’s fleeting memory of a sister, a child who tastes her mother’s hidden sadness in a birthday cake, and the timeless tension between old ways and new — the kind of material that has always been at the center of serious study of literature.

Another important consideration for the committee that designs the exam is selecting rich texts that have not been widely read in classes worldwide, as one of the most important aspects of the AP Exam is determining whether students, without coaching from a teacher or AI, can read a literary text they’ve never seen before and interpret it with sound evidence and reasoning.

Since AP scores are reported on a 5-point scale, the rubrics for these essays deliberately include some advanced points, designed to differentiate AP 5s from AP 4s, points of varying difficulty to separate AP 4s, 3s, and 2s, and more foundational points to distinguish AP 2s from AP 1s.

FRQ #1, the “Marking Time” Poetry Analysis, asked students to read Christopher Gilbert’s 1984 poem — in which a speaker observes his surroundings during a morning jog — and analyze how Gilbert uses literary elements and techniques to convey the speaker’s complex reflections. Each essay is scored across three rows: a thesis point, up to four points for evidence and commentary, and a single sophistication point.

Nearly all students (94%) earned the thesis point by establishing a defensible interpretation — a foundational skill, and one of the points that helps separate AP 1s from AP 2s (only the lowest performers did not establish a workable claim).

The extent to which students utilized literary evidence effectively and crafted substantive commentary distinguishes students achieving AP 3s, 4s, and 5s, from students receiving AP 2s, who typically earned 2 points for the quality of their evidence and commentary, whereas students receiving AP 5s earned all points possible for the textual evidence they identified and cited, and the commentary they crafted to make their argument clear and powerful for readers.

FRQ #2, the “Lemon Cake” Prose Fiction Analysis, presented a passage from Aimee Bender’s 2010 novel The Particular Sadness of Lemon Cake, in which a narrator discovers she can taste the feelings of the person who prepared her food. Students analyzed how Bender conveys the narrator’s complex experience of eating a cake made by her mother — a passage rich in tone, imagery, and shifting emotion.

93% of students earned the thesis point, again showing that students reliably develop their essays around a defensible interpretation.

So it’s the use of evidence and commentary that most determines whether students will attain a score of 3 or higher. As with FRQ #1, students receiving AP 2s typically earned 2 points for the quality of their evidence and commentary, whereas students receiving AP 5s earned all points possible for the textual evidence they identified and cited, and the commentary they articulated throughout their essay.

FRQ #3, the Literary Argument on the Tension Between the Old and the New, asked students to choose a novel or play and analyze how the tension between old and new contributes to the work’s overall meaning. Crucially, students wrote this essay about a full-length work entirely from memory.

Many students performed very well on this essay, the highest scoring of the three on this year’s exam.

91% of students earned the thesis point, demonstrating that they could commit to an interpretive argument about a self-selected text — a hallmark of independent literary thinking.

Where the students gained points in comparison to FRQ 1 and FRQ 2 was in their use of evidence and the quality of their commentary, with the majority of students earning 3+ points here.

In addition, the point for sophistication was earned by about 8% of students on this essay — the most on any of the three essays, yet still rare enough to sharply distinguish AP 5s.

Across all three essays, students achieving an AP 5 typically earn at least one point for sophistication, remarkable since these are timed essays without the opportunity for additional reflection or revision (which is why this additional citationpoint is not required across all three essays to earn an AP 5).

All subjects’ AP score distributions for 2026 will be posted here when available: https://t.co/OrkaQhPZYO.

[selfisht @selfimmes]

@sidequestgirl @4_frenz @FortIS_55 that’s why you wear light, comfortable clothing and drink water bro. There are ways to stay cool while in a heatwave. Of course prolonged exposure to heat outside should be avoided, but you can definitely manage. Take breaks, find shaded areas and relax

[Trevor Packer @AP_Trevor]

The 2026 AP Spanish Language and Culture Exam scores:
5: 21%; 4: 31%; 3: 31%; 2: 14%; 1: 3%
(Total group scores, including students with out-of-class exposure to Spanish)

The 2026 AP Spanish Language and Culture exam was taken by approximately 198,000 students, roughly 1% of the U.S. high school population. 72% of the AP Spanish Language and Culture students had additional exposure to Spanish beyond the classroom.

Multiple-Choice Questions (MCQ):

The MCQ section of AP Spanish Language and Culture assesses interpretive reading and interpretive listening, requiring students to demonstrate comprehension across a wide range of authentic Spanish-language texts and audio sources.

AP Spanish Language and Culture students performed very well across all areas of the multiple-choice section, but especially on questions related to Unit 2: The Influence of Language and Culture; 37% of students earned all points possible on such questions.

AP Spanish Language and Culture Free-Response Questions (FRQ):

Each AP exam has multiple versions, for different time zones. I'll focus the commentary below on the version taken by most students: https://t.co/0iHP5rM3kl

AP scores are reported on a 5-point scale, and AP world language and culture exams score free-response tasks holistically. Each task is rated on the 0–5 scale, with the response matched to the score-level description it best fits. Raters consider how task completion, language use, and communicative effectiveness work together to evaluate real-world communicative ability.

Written Section:

FRQ #1: The Interpersonal Writing: Email Reply task placed students in the role of a community member responding to a formal email from the director of the local public library, who is planning a renovation and seeking resident input. Students had 15 minutes to write a reply in Spanish that addressed two substantive questions — what role the library should play in today’s world, and what technology or other resources should be made available and why. (The curricular theme is “La ciencia y la tecnología.”) Students who could produce appropriately formal, contextually responsive written Spanish did well on this task. It required not just vocabulary breadth, but the ability to construct substantive, organized ideas in real time under timed conditions.

This task provided especially clear identification of students qualifying for AP 4s and AP 5s: students achieving AP 5s were consistently able to earn perfect scores on this task, and students achieving AP 4s consistently earned all but one of the points possible.

FRQ #2: The Presentational Writing: Argumentative Essay task asked students to write a persuasive essay in Spanish on the theme ¿Se debe eliminar la tarea escolar? (“Should school homework be eliminated?”), synthesizing three sources: a print article from the Spanish newspaper ABC presenting multiple perspectives on homework from parents, teachers, and advocacy groups; a data visualization from Argentina showing how much time students spend on homework and how often they need adult support; and an audio recording of a Colombian radio report on a senator’s proposal to ban homework entirely, featuring voices of students, parents, and the senator himself. (The curricular theme is “Las familias y las comunidades.”) Students had 55 minutes to develop and defend a clear position, integrating evidence from all three sources. This task rewarded not just vocabulary breadth but analytical depth, organizational skill, and the ability to synthesize multiple viewpoints into a coherent written argument.

This task provided especially clear identification of students qualifying for AP 2s and AP 3s: students achieving AP 3s were consistently able to earn at least 3 points on this essay, and students achieving AP 2s consistently earned at least 2 points on it.

I was struck by how skillfully the Development Committee of professors and AP teachers who designed this exam anchored this essay in a real-world debate that spans the Spanish-speaking world — drawing on sources from three different countries and multiple stakeholder voices. Students who engaged deeply with all three sources produced essays that were substantially more persuasive.

Speaking Section:

FRQ #3: The Interpersonal Speaking: Conversation task immersed students in a simulated phone conversation with a supervisor who had reviewed their application to volunteer over the summer. Across five spoken exchanges, each with just 20 seconds to respond, students were asked questions such as why they believed the work was important and how they would participate in the work. Altogether, the conversation prompts aimed to measure whether students could sustain a spontaneous, contextually appropriate spoken exchange in Spanish. (The curricular theme is “Las familias y las comunidades.”)

This task best served to distinguish between scores of 1, 2, 3, and 4. Students receiving an AP 1 were typically able to earn 1 point, students receiving an AP 2 generally earned 2-3 points, students receiving an AP 3 typically earned 3-5 points, and students achieving an AP 4 or higher generally all 5 points possible.

FRQ #4: The Presentational Speaking: Cultural Comparison task asked students to deliver a 2-minute oral presentation — after just 4 minutes of preparation — on the role of health-promoting habits in a Spanish-speaking community, comparing that community’s approach to their own or another community. (The curricular theme is “La vida contemporánea.”) This is an intellectually demanding task: it requires cultural knowledge, the ability to draw specific and accurate cross-cultural comparisons, a clearly organized presentation, and sustained oral proficiency -- all in Spanish, on the spot.

The rigor of this task is such that it serves to differentiate among scores of 2, 3, 4, and 5, as students receiving an AP 1 were generally unable to demonstrate the proficiency required to earn points here. Students receiving an AP 2 typically earned 1-2 points, and students achieving scores of 3, 4, and 5 generally earned 3, 4, and 5 points on their presentation, respectively.

All subjects’ AP score distributions for 2026 will be posted here when available: https://t.co/OrkaQhPZYO

[Trevor Packer @AP_Trevor]

The 2026 AP United States Government and Politics Exam scores:
5: 23%; 4: 28%; 3: 25%; 2: 16%; 1: 8%

The 2026 AP United States Government and Politics exam was taken by ~430,000 students, roughly 2.5% of the U.S. high school population.

AP US Government and Politics Multiple-Choice Questions (MCQs):

Students scored highest on questions related to Civil Rights and Liberties (Unit 3) and Political Participation (Unit 5); AP students scoring 3 or higher generally answered all or all but a few of these questions right.

The most challenging group of questions was related to Foundations of American Democracy (Unit 1); 28% of students answered all or all but one of these questions correctly.

AP United States Government and Politics Free-Response Questions (FRQ):

Each AP exam has multiple versions, for different time zones. I’ll focus the commentary below on the version taken by most students:
https://t.co/2bRqBaXu1O

Since AP scores are reported on a 5-point scale, the free-response questions deliberately include some very difficult points, designed to differentiate AP 5s from AP 4s, points of varying difficulty to differentiate AP 4s, 3s, and 2s, and more foundational points to separate AP 2s from AP 1s.

FRQ #1, the Concept Application Question that required electoral systems analysis in a historical context:

Q1, the Concept Application question, centered on the 1992 presidential election and Ross Perot’s independent candidacy, asking students to describe the impact of a third-party candidate, explain the structural barriers that limited that impact, and apply a voting behavior model to explain citizen decision-making, the sort of evidence-based reasoning required in college political science courses. The question parts differentiate between
students receiving AP 2s, who were not usually able to answer multiple parts of the question, and those receiving AP 3s or higher, who were.

FRQ #2, the Quantitative Analysis Question on State Income Tax Rates and Federalism

This four-part question used a 2023 data map to assess data literacy and political reasoning. The question collected info used to place students on both ends of the score scale, with several relatively easy points, and one especially challenging one that distinguished scores of 5 from scores of 4.

https://t.co/x2LQNMFeKA A & B require accurate reading of the data map, foundational points earned by almost all students, including those receiving 1s.

2.Part C was the most challenging part of this question. For students receiving AP 5s, the only group to consistently earn this point, this part required constructing an inferential argument about participatory democracy from the data rather than simply describing it.

3.Part D explaining federalism through state income tax variation distinguished between AP students receiving scores of 3 or better, who were typically able to explain this relationship accurately, while students receiving scores of 1 and 2 could not.

FRQ #3, the SCOTUS Comparison Question: McCulloch v. Maryland and Bonito Boats, Inc. v. Thunder Craft Boats, Inc

This question required students to apply constitutional knowledge to an unfamiliar Supreme Court case, the most rigorous task on the exam. Students needed to identify the Supremacy Clause as the constitutional principle common to both the studied case McCulloch v. Maryland (1819) and the provided case Bonito Boats, Inc. v. Thunder Craft Boats, Inc. (1989). They then had to explain how facts in both cases led to similar holdings and analyze how Bonito Boats illustrates the doctrine of stare decisis. The development committee’s crafting of this question is always one of the highlights of this exam for me, a great model for assessing college-level legal reasoning.

The rigor of all parts of this question is such that it serves to differentiate between AP 3s, 4s, and 5s, as exams scoring 1 and 2 are not typically earning any points on this FRQ. Students receiving an AP 3 must know constitutional principles well enough to be able to summon and state the Supremacy Clause as the common one across both cases. Students receiving an AP 4 must be able to move further into the question and explain the relationship between the facts of the cases and the resultant holdings, and students receiving an AP 5 must receiving perfect scores across all parts of this question.

FRQ #4, the Argument Essay on the Expansion of Voting Access

The Argument Essay asked students to draw upon three of the foundational documents for the course, including Article I of the U.S. Constitution, the First Amendment, and the “Letter from a Birmingham Jail”, to develop and defend a position on whether social movements or congressional actions have done more to expand voting opportunities in the United States. The essay required a defensible thesis, multiple pieces of specific evidence, logical reasoning connecting evidence to the claim, and a rebuttal of an opposing perspective, all within a timed, proctored environment.

Here’s what performance looked like:

Exams receiving an AP 2 were able to provide some evidence within their essay, which distinguished the work from a score of 1, but otherwise earned very few points.

On the other end of the spectrum, students achieving an AP 5 generally earned perfect scores on their essays, hitting the marks across all rows of the rubric. Exams receiving an AP 3 or an AP 4 earned a mix of points across various rubric categories, but not perfect scores.

Congrats to the AP United States Government and Politics students who completed the course and took this exam. In a single sitting, students interpreted a geographic data map, engaged in legal analysis of a Supreme Court case they had never seen before, applied voting behavior models to a historical election, and constructed a sustained argumentative essay drawing on foundational documents — all within the 100 minutes devoted to the free-response section. And they did all this after having spent 80 minutes answering 55 multiple-choice questions across the range of course topics.

Looking ahead to next year, four more required foundational documents have been added to the course: The Emancipation Proclamation; Federalist No. 39; The Gettysburg Address; and core principles from Adam Smith’s The Wealth of Nations. See more info here: https://t.co/2GCz2JzSkc

All subjects’ AP score distributions for 2026 will be posted here when available: https://t.co/OrkaQhPZYO

[selfisht @selfimmes]

hy

[grovy @grovymango]

I love Costco . The Costco sampler staff are allowed to touch me

[Trevor Packer @AP_Trevor]

The 2026 AP Macroeconomics Exam scores:
5:19%; 4: 22%; 3: 25%; 2: 20%; 1: 14%

AP 2026 Macroeconomics exam was taken by 189,000 students, ~1% of the U.S. high school population.

AP Macroeconomics Multiple-Choice Questions (MCQ):

• Once again, students demonstrated impressive performance on Unit 1, Basic Economic Concepts questions, with over 55% of students earning all or nearly all the available points in this section. Students also performed well on Unit 2, Economic Indicators and the Business Cycle questions, with 46% of students earning all or nearly all such available points.

• The Financial Sector (Unit 4) was the toughest climb within the MCQs: ~15% of students earned all or nearly all of these points.

• Across the course skills, students found manipulation tasks and numerical analysis most demanding, skills that reflect college-level expectations that students not only recognize economic relationships, but calculate and apply them with precision.

AP Macroeconomics Free-Response Questions (FRQ):
https://t.co/ZxzfekewIA

The committee of professors and teachers designed this year’s FRQs to require students to demonstrate analytic fluency across the full scope of the AP Macroeconomics course: graphical construction and interpretation, quantitative calculation, verbal explanation, and multi-step causal reasoning.

Since AP scores are reported on a 5-point scale, the free-response questions deliberately include some especially difficult points, designed to differentiate AP 5s from AP 4s, points of varying difficulty levels to differentiate AP 4s, 3s, and 2s, and more foundational points to separate AP 2s from AP 1s.

• FRQ #1, a question about the AD-AS Model and Monetary Policy, was the exam’s 10-point long free-response question, inviting students to construct a correctly labeled AD-AS graph showing an inflationary gap, explain the economy’s long-run self-adjustment, and then analyze the effects of a specific open-market operation on the money market, interest rates, international capital flows, bond prices, investment spending, and unemployment. Performance on this task differentiated especially well between AP 5s and AP 4s. Long, multi-part FRQs like this one provide great measurement value, enabling educators to evaluate student abilities across the full range of the AP score scale, with several points focused on foundational skills expected of AP 2s, and other points requiring greater depth and mastery, as expected of AP 3s and AP 4s, and finally several very challenging points (international capital flows, unemployment changes, and the long-run self-adjustment process) designed to differentiate AP 5s from AP 4s.

• FRQ #2, a question about the Labor Market and the Phillips Curve Model, required students to work from a data table for an economy to calculate the unemployment rate, draw a correctly labeled short-run and long-run Phillips curve, plot numerical equilibrium values, and reason about how shifts in retirement affect the unemployment rate. This question’s combination of data-based calculations, graphing, and verbal explanations is representative of tasks that students earning an AP 4 or higher must consistently be able to do.

• FRQ #3, a question about Policy Effects and the Foreign Exchange Market, required students to work across multiple interconnected tasks: 1) identifying a central bank action in an ample-reserves system, 2) calculating the government spending needed to close a recessionary gap, 3) explaining the price-level effect of the change in government spending, and 4) graphing the resulting exchange-rate effect. This was the most challenging question on the exam, focused on differentiating AP 5s and AP 4s, from AP 3s, as students receiving AP 1s and AP 2s are generally unable to earn these points.

All subjects' AP score distributions for 2026 will be posted here when available: https://t.co/OrkaQhPZYO

[Alina ♰ @emalkova22]

All this shi just to die on a random day

[solé @layxsnv]

these new mosquitos pulling yo pants down & eating yo ass !

[selfisht @selfimmes]

@Yeezcberon She didn’t draw her in hell

[selfisht @selfimmes]

@dunyasalbilim not a fair comparison, the human molar has more surface area to distribute the force of the press while the wolf tooth has all the force focused at a single point

[selfisht @selfimmes]

@Jakieypea Wow

[selfisht @selfimmes]

@9MidwestPatriot @heart_s4juliet @Cream4uKattt @DrianneBelleza It shouldn’t have to be said you dumbass, it’s common sense that both can be dangerous 😹 are you only mad at the fact they called it a knife and not scissors, when they can both be used in the same way to bring harm?

[selfisht @selfimmes]

@9MidwestPatriot @heart_s4juliet @Cream4uKattt @DrianneBelleza Calling someone else retarded while failing to realize scissors and knives both have the ability to impale and kill is ironic

[cindy 🫶🏼 @pearlescentpink]

i used to get on here and say anything girl you are a dyke 🫩🫩🫩🫩🫩

[selfisht @selfimmes]

@_sn_n cherry pick of hell

[selfisht @selfimmes]

@justalexoki Niggas just talk to talk nowadays