As a high school counselor, this was probably the most common question I received. For students applying to selective colleges, rigor of coursework is one of the criteria colleges look at. So how does a student set themselves up for success? Here are some points to consider.
Each college has a regional admission rep whose territory includes your high school. This is the first person to read your application during the admissions process. Because he or she is knowledgeable of your school, and with the assistance of your school's high school profile handy, one of their tasks is to determine to what degree the applicant took advantage of available opportunities. Primary among these is the quantity and quality of Honors and AP classes available at the student's school. If a student, for example, is applying to a STEM major but did not take any math or science AP classes, even though several were offered, this wouldn't bode well. On the other hand, if their school doesn't offer these, the student would not be penalized in the admissions process. Admissions reps will also look at the total number of Honors and AP classes offered compared to how many were taken. And if another student from the same school is applying, the two will be compared side-by-side, and even more closely if applying to the same major.
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So how many Honors and AP should a student take? As many as they can, while maintaining a good GPA, leaving time for extracurricular activities, having fun, and sleeping. All of these activities are important for a healthy, developmentally appropriate teen. How does a student know how many they can handle? Through trial and error and by heeding the recommendations of their teachers. How challenging was the current year's schedule? Overwhelming? Then cut back next year. Did it feel about right? Keep the same amount of rigor. Kind of easy? Add an honors or AP or two. See how that goes and repeat. It can be frustrating when we are planning for the next year and hoping to take a higher-level class, and our current teacher recommends a lower level. However, their recommendations should be strongly considered. They have the experience and context that the student may lack. If on the fence, find out if your school allows level changes and when the deadline is. A student could then start out in the higher level and drop down by the deadline, if it's too much.
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Try to stick with the narrative: If I'm going into STEM, I'm going to focus on high-level math and science. Or for a major like Business, focus on math and English. The narrative applies to electives as well. If a student is applying to a Journalism major but didn't take any communications classes, that could be a red flag.
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Do some students take Honors and AP in all subjects? Yes, they do. Does this make them more desirable to a highly selective college? The truth is: yes it does give them an extra boost in the academic part of the review. But doing this is simply not the right thing for most students. It's important to resist the temptation to compare to our peers. This can be hard to do, but YOU have to do YOU. Focus on the subjects that are your strengths. If a student gets in over their head and earns lower grades, that is not going to help them with those super selective schools they are trying to impress. The reality is: the schools that look for lots of AP are also not terribly tolerant to low grades. Which begs the question, which is better a B in an Honors/AP class or an A in a regular-level class? In most cases, the B would win because it shows effort to try the advanced class and suggests the student gained a reasonable amount of knowledge of the content. Most people would advise that if the grade has the potential of being lower, a higher grade in a regular-level class might be preferred. But there are also nuances to all of this in regard to what major the student is applying for and of course, the selectivity of the college.
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Why do colleges care so much about the rigor of high school curriculum, and grades? Because of the direct correlation to success in college. Colleges want to retain their students as much as students want to be successful in their college experience. Grades, rigor and test scores are the only objective measures that point directly to potential. That being said, teenagers don't always have the foresight to apply themselves to their potential in high school. The good news is there are options, such as community college or apprenticeships that allow the late bloomer to thrive right out of high school, with the option to transfer to a 4-year college later if that suits them.
It can't be stressed enough that the high school years are the last years of childhood and, as such, should be enjoyed. Working toward the goal of selective admissions can be very motivating, but ideally, there should also be intrinsic rewards in the learning process. If they get into the college of their dreams, it's easy to feel good about their achievements, but if not, are they still glad they put in the work? Are they still proud of their accomplishments? If so, it is time well spent.
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