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The AP Capstone Diploma Program

Where Curiosity Becomes Purpose and Voice Becomes Leadership.

At Assumption High School, the AP Capstone Diploma Program is the highest academic distinction a student can earn, and it is a defining example of how we educate young women to think deeply, lead confidently, and engage the world with purpose. Unlike traditional AP pathways that emphasize content mastery alone, AP Capstone is centered on student voice, choice, inquiry, and real-world application.

Through this nationally recognized College Board program, Assumption students learn not just what to think, but how to think—an essential skill for college and life beyond.

What is AP Capstone?

The AP Capstone Diploma Program is a two-year interdisciplinary academic experience built around two cornerstone courses:
AP Seminar (Junior Year) A foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and literary and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances.  Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team.  Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.
AP Research (Senior Year) Students design, plan, and conduct a yearlong research-based investigation using a variety of research methods from multiple perspectives. The project can build on a topic, problem, or issue covered in AP Seminar or on a new topic of the student’s choosing.  At the end of the project, students will submit a 4,000-5,000 word academic paper as well as complete a presentation and oral defense of the research findings to a panel. Students complete research ethics training and employ ethical practices in their research processes. The academic paper and presentation and oral defense components contribute to the overall AP Research score.  There is no end-of-course AP exam. 

To earn the AP Capstone Diploma, students must:

  • Earn a score of 3 or higher in AP Seminar and AP Research
  • Earn scores of 3 or higher on four additional AP exams of the student's choosing.
*An AP Seminar and Research Certificate is earned by students who receive qualifying scores in AP Seminar and AP Research, but not the additional four AP exams.

How AP Capstone Comes to Life at Assumption

McAuley Honors Program: The Foundation

At Assumption, AP Capstone does not stand alone. It is intentionally integrated into our broader academic vision through the McAuley Honors Program.

  • Serves as the academic cornerstone for students aspiring to AP Capstone
  • Requires advanced-level coursework in all core subjects
  • Emphasizes analysis, synthesis, and application of learning
  • Builds a scholarly community rooted in discussion, inquiry, and growth 

Students may enter McAuley Honors as freshmen or be invited based on academic performance in later years, ensuring access while maintaining rigor.

AP Seminar: Learning to Question the World

In AP Seminar, students explore complex, real-world topics by examining multiple perspectives across disciplines. They learn to:

  • Analyze academic and real-world sources
  • Develop evidence-based arguments
  • Collaborate with peers
  • Communicate clearly through written, oral, and visual presentations

Assessments include team research projects, individual research-based essays, presentations with oral defense, and a written end-of-course exam. 

AP Research: Owning the Question

AP Research allows students to design and conduct a yearlong, original research study on a topic of their choosing. Students:

  • Develop a research question
  • Apply ethical research practices
  • Conduct primary and/or secondary research
  • Produce a 4,000–5,000 word academic paper
  • Defend their research before a panel of educators and community stakeholders 

This experience closely mirrors collegiate honors and graduate-level research expectations—giving Assumption students a powerful advantage before they ever step onto a college campus.

Flexibility without Compromise

A hallmark of Assumption’s AP Capstone program is choice with intention. Students select their additional AP courses based on their interests and future goals, such as:

  • STEM or pre-med
  • Law, government, or humanities
  • Arts, social sciences, or interdisciplinary studies 

Many AP Capstone students also enroll in Dual Credit courses, earning guaranteed college credit while maintaining the depth and rigor of AP coursework. While dual credit is not required for Capstone, Assumption strategically supports students in balancing both pathways. 

Why AP Capstone at Assumption?

Because it aligns perfectly with who we are.

AP Capstone reflects Assumption’s mission to educate the whole person, empowering young women to:

  • Think critically
  • Communicate with confidence
  • Engage ethically with complex issues
  • Lead with compassion, integrity, and excellence 

Graduates of the AP Capstone Diploma Program leave Assumption not only academically prepared, but intellectually confident, deeply curious, and ready to lead in college and beyond.

Student Research that Matters

Assumption AP Capstone students pursue topics that reflect intellectual curiosity, social awareness, and women’s leadership. View the most recent topics researched and presented by our students below:
AP Research Showcase Celebrates 13 Students Yearlong Work
AP Research Showcase Celebrates 13 Students Yearlong Work

🌹 Lily Barker '26 - "Just Down the Street: A Correlational Study of Mental Health and Gentrification in West Louisville"

🌹 Agnes Boyer '26 - "Lovable Literature: Trends in Popular Genres for Bestselling Young Adult Literature from 2016 to 2025"

🌹 Anna Conner '26 - "Authenticity vs. Affordability: A Study on the Gen Z Dupe Preference"

🌹 Kat Cummins '26 - "Women in Sports: the Effect of the Menstrual Cycle on ACL Injury"

🌹 Annie Gilbert '26 - "The Rubber & The Ribbon: A Correlational Study Between Polyfluoroalkyl and Breast Cancer"

🌹 Elle Jodry '26 - "Beyond the Gold Star: A Study of Reward Systems on Motivation and Engagement Among Elementary Students"

🌹 Leah Johnson '26 - "Occupational Influences on Female Physiology: Examining Whether School Environments Affect the Timing of Menopause in Female Educators"

🌹 Kate Lucas '26 - "Third Places or No Places: A Study of How Third Places within Norton Commons Create Inclusive and Diverse Environments"

🌹 Nikita Nair '26 - "COVID-19 Pandemic"

🌹 Emma Reck '26 - "A Legacy of Inequality: Connecting Historical Redlining to Present-Day Health Disparities"

🌹 Kacee Sanchez '26 - "Perceived Barriers: Deaf Young Adults' Views on Mainstream Schooling and Employment Pathways"

🌹 Elizabeth Wesley '26 - "Magic in the Metrics: The Impact of Online Reviews on Customer Satisfaction at the Disney Parks"

🌹 Mary Zabrocki '26 - "A Quantitative Study of Food Waste in FLIK School Lunches"