When it comes to high school course planning, students and parents often feel overwhelmed by the choices and expectations. The goal should be to create a curriculum that challenges the students while ensuring they remain successful and engaged. As a high school counselor once told me, “Imagine a rubber band between your hands; as you separate your hands, there is tension. We want to plan a curriculum with no slack in the rubber band and some tension left so the student is successful and challenged.”
Understanding College Expectations
Colleges want to see that students are not coasting through high school but are pushing themselves to grow academically. While each college has its specific expectations, highly selective schools generally look for:
Four years of core subjects, including English, Math, Social Studies, Science, and World Language.
Note: The University of North Carolina—Chapel Hill is an exception regarding World Language. For admissions at UNC, fewer than three years of study is acceptable, but they prefer to see three or more years of study.
Tailoring Courses to Future Majors
High school course selection should align with the student’s future interests and intended major when possible. Here’s how students can strategically plan their coursework:
1. STEM Majors
Engineering: Prioritize AP Calculus, AP Chemistry, AP Physics, and Computer Science.
Health/Life Sciences: Focus on Anatomy & Physiology, AP Biology, AP Chemistry, AP Physics, and advanced math classes.
2. Business Majors
Take PreCalculus at a minimum, Calculus (preferred), Statistics, Macro/Micro Economics, and business-related courses, including Microsoft Excel. These classes will build essential skills and demonstrate an early commitment to the field.
3. Architecture Majors
Enroll in Art, Physics, and Design courses, and if possible, learn CAD (Computer-Aided Design).
Be aware that many architecture programs require a portfolio, so students should start compiling their work early.
Exploring Interests Beyond the Classroom
More selective colleges that admit by major look for students who demonstrate a “fit to major,” meaning they have explored their academic interests outside the classroom. This can be done through:
Internships or job shadowing
Independent projects or research
Participation in relevant clubs or organizations
Summer programs or competitions in their chosen field
Dual Enrollment: Does it make sense?
Dual Enrollment (DE) allows high school students to take college courses, often for both high school and college credit. However, it’s important to consider whether DE is the right path for each student.
Goals Matter: Students should ask themselves what they hope to achieve through DE. Is it to explore a college-level subject, boost GPA, or gain credits early?
Highly Selective Schools: These institutions prefer Advanced Placement (AP) or International Baccalaureate (IB) courses over DE due to the standardized nature of AP/IB. DE classes tend to have less rigor.
Permanent Grades: DE grades become part of the student’s permanent college record; unlike high school grades, they never go away when applying for college or grad school.
GPA Boost: Many high schools offer weighted GPA boosts for DE courses, which can help improve class rank and overall GPA.
Additional Resources
For additional insight into high school course planning and college admissions, consider these valuable resources:
Final Thoughts
High school course planning is a balancing act. Students should aim for a curriculum that stretches them academically without overwhelming them. By thoughtfully selecting courses and exploring interests in and out of the classroom, students can build a high school transcript that meets college expectations and prepares them for future success.
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