February through the close of the high school year is often the time to think about a student’s course selection for the following high school year. Guidance counselors may suggest that students are well prepared for initial or continuing classes at the advanced level, such as Advanced Placement (AP) courses, International Baccalaureate (IB) courses, honors or advanced courses, or even enrollment in local college courses. Listen carefully to this advice as the counselor is suggesting a higher level of challenge in the high school curriculum as a successful next step for the student’s academic and intellectual development. I thought I would take this as an opportunity to answer some of the common questions that students, parents, and counselors have in advising students about their course selection – particularly in the junior and senior years of high school.
Question: Why does class
rigor matter?
1. Development of
Intellectual Curiosity
Higher level courses typically provide more challenging
material, and a more challenging pace. Ideally, they also present an
opportunity for bright, motivated students to further develop independent
curiosity and thought. Defining features of advanced level courses include students
and teachers working collaboratively through discussion, advanced readings, lab
work, research, writing and independent work. Students accept intellectually
challenging assignments to fully invest in the subject area and to explore
questions they create as part of the learning process. A self-disciplined,
self-directed, and openly curious approach to the “full investment in learning”
is a key to future college and career success. These courses can also provide
opportunities to develop a student’s individual motivation, as well as
complimentary skills of working effectively in groups.
2. Demonstration of
Higher Level of Engagement
A deep personal engagement in learning beyond the focus of
the possible grade earned is extremely important to success in all high school
courses. Advanced level courses promote
this level of engagement as part of the daily expectation, and there are frequently
opportunities to engage with additional readings or projects for a particular
unit or area of interest. A high level of curious individual engagement in
classroom work, independent reading, and in-class and out-of-class dialogue promotes
critical college preparation skills.
3. Formation of “Intellectual
Confidence” for Highly Selective Colleges and Universities
Admissions officers evaluate the high school grade point
average within the context of the level of difficulty of the courses (ie the rigor.)
Grades are meaningless without the context of the level of intellectual and
academic expectations of the course. Admissions committees at highly selective
colleges – that are home to rigorous academic environments – value the high
level of engagement and motivation that higher level courses in the high school
years demand. The selection and successful completion of rigorous courses
demonstrates a level of intellectual confidence in taking an academic risk, a willingness
to push hard and dig deep in the classroom, and an internal desire to learn. This learning style contributes to a high
level of intellectual engagement on a college campus.
Question: If I have
several choices, should I pursue AP, IB, Advanced, or dual-enrollment courses?
The level of academic expectation varies in each course
choice. The opinion of a guidance counselor or a teacher in the academic
subject area may be helpful in making a final decision about the most
appropriate advanced level course to combine with any other curriculum
requirements. Each advanced level course, if several choices are offered in the
same academic area, has a unique curriculum objective and set of
expectations. Again, a guidance
counselor or a teacher within the academic department may provide valuable
input when considering which course is the best fit for the overall schedule
and for the student. High schools may
have policies that limit the number of advanced level courses approved for the
academic year. The challenge of the course and the time commitment to meet the
course expectations are other variables for discussion with a counselor or
teacher. Extracurricular involvements often have course scheduling impact as
well. The guiding principle is to balance academic course rigor across
the full year of courses and with engagement in clubs, organizations and teams
at the high school and within the community. Typically, college admissions
offices do not see one advanced option as more rigorous or desirable than the
others.
Question: Which is
better, a higher grade in a less rigorous course or a lower grade in a more
advanced level course?
Admissions officers relate grades earned to the level of rigor
of the course. In other words, grades are always reviewed within the context
of the difficulty of the course. High grades in rigorous courses help
admissions officers understand that the student can thrive in a rigorous college
environment. The significant message here is to select courses that provide
appropriate levels of challenge while recognizing that the most selective
colleges will pay particular attention to the level of coursework you have
pursued in high school (relative to what has been made available to you) to
gauge if their environment is likely to be a good fit for you.
Final thought: it is worth stretching, but not to a point
where a student compromises his or her total academic experience, life outside
of school, and overall well-being.
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