<p>A letter isn’t truly necessary. The required guidance counselor report (a piece of the admissions process) typically asks the guidance counselor to check off the rigor / how demanding of a course load the student has taken on a continuim from Least Demanding to Most Demanding. Further, the colleges receive not only the transcript, but the accompanying School Profile, which typically outlines the curriculum/levels that high school offers. An applicant’s curriculum rigor is viewed within the context of what their HS offers. </p>
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<p>This may be true, but still, colleges will look at the rigor of curriculum chosen within the context of what that HS offers. As I mentioned in a previous post, back when my kids were in HS, the only AP course offered was AP Calculus (which both my girls took in 11th grade), but Honors courses were offered and quite rigorous and my kids took the most rigorous courses offered and then some (I say “then some” because they also accelerated beyond their grade levels, as well as took some college level coursework long distance). So, their GC would be able to check off “most demanding” curriculum even though they had very little AP. I get the point you are making about AP courses, but just saying that academically selective schools will accept students who took very demanding courses in HS that were not labelled AP (example, my D attended an Ivy League school with the coursework I just described). </p>
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<p>I don’t totally agree with this. I don’t think of it as an either/or proposition. My MT kid has been immersed in the field since age 4 and we knew her true colors, so to speak, from a young age. There was never any discussion as to what she would major in when she hit college and so on. Everyone knew. The passion was seeded at a young age. That said, her academics were never compromised for this passion. It was a busy life, but she took the most academically rigorous coursework, accelerated beyond grade level classes as well, while at the same time pursuing performing arts mostly outside of the school day (exception would be chorus and band during the school day). Even if one is going into the arts, I think academics really matter because a well educated mind pays off. This isn’t because of college admissions, but for its own sake. But in terms of college admissions, it can only help, not hurt, to have a very strong academic profile. Either some colleges will require it (and you don’t want to close off options back in 9th or 10th grades) or else it can help in terms of merit aid. But I also think that a well educated mind and a person who has been challenged will pay off no matter what field one pursues. </p>
<p>Where I do agree is that a student should select courses that they can handle and where they are not struggling or where they can at least achieve a B. They should not coast by and they should challenge themselves, but at the level they are at. The most rigorous courses a HS offers are not for everyone. A student should select the most rigorous courses where they are challenged but can truly handle the work. This differs for everyone. However, I don’t think a student should choose academics vs.the arts, for their time at the high school level. I think BOTH matter. And I don’t mean to keep open “fall back” options. My kid has never had a “fall back” option. Theater and music have been her only goals. But she also has taken the most rigorous academic path. That had nothing to do with college or career aspirations, but simply for her education and for the proper level of challenge for herself. </p>
Could not agree more and this includes getting there in the most rigorous courses, or those that could be considered less rigorous but also subjects worth learning about. For example, at my son’s former high school you can go the pre-calc onto calc route in the upper grades for math or you can skip both of those and perhaps take statistics to get your math credit. Statistics was considered less rigorous but gosh, what a great class to take for all kinds of things life will throw at you.</p>
<p>My D selected her AP classes based on her strengths (English, Social Studies and Music) and took grade appropriate courses in the subjects that do not come as easily for her (Math and Science). So far, we found this to be a happy medium and with good AP exam scores in her senior year, she could have a full semester under her belt before starting her freshman year in college. That’s a lot of savings on college tuition! By not following the track that was recommended by her counselor (which was taking every possible AP & honors class imaginable), she has found a good balance and has been able to do more of what she loves most, doing local theater productions and other theater-related extra-curriculars. </p>
<p>My D focused on AP in the subjects where she felt comfortable (English and Social Studies) but made sure to take one AP math and science in an attempt to “cover the bases” of required type classes in college. It worked well, by the end of this year she will only have 2 required classes left, and any other academic classes she takes will be elective- meaning she gets to follow passions and interests </p>
<p>Many school-ranking lists (like US News) give high schools points for the number of students taking AP classes and scoring 3 to 5. As a result, the schools have a vested interest in steering kids toward APs in order to maintain their rankings. Although understandable, this has nothing to do with what is educationally appropriate for the students. Even as a college-credit strategy that’s off the mark. Few colleges give credit for 3s on AP exams and only some accept 4s. Those scores are of greater value to the high school than the student.</p>
<p>This is an extremely interesting issue, and one that needs to be decided according to the specifics of the individual’s situation. My daughter is currently a junior in a MT BFA program and went through this decision process herself. In her own calculus, she thought about her own academic interests and strengths through her junior year in high school, what she wanted to do outside of academics, and the relative benefit of what a more academically rigorous schedule might bring in terms of acceptance options and financial aid (although FA is somewhat “unknowable” until everything else Is close to finalized). She was committed to two sports, continuation of voice lessons, participation in local theatre productions, and she wanted to have a “reasonable life” in her senior year (which includes the audition trail—a period of hell that I look back upon fondly—but I digress . . .) She was in a small public school (graduating class of just 48 students) that offered a narrow range of AP classes and a broader selection of honors classes. She opted for honors courses and also enrolled in a duel admission program that gave her six college credits for a fifth year of foreign language that were applied to her current BFA program requirements. No, she did not take the most demanding curriculum offered by her school, but she did have a senior year that was, on occasions, marked by a semblance of normalcy. She did not take calculus, did not have a single AP class, and her SATs were good, but not spectacular, but received admissions to a number of programs at very well-regarded institutions and very substantial merit aid. Importantly, she was certain about her preference for a BFA program, and had she wanted a BA program, she might have made some very different decisions. The point is that her route was based upon what was right for her, given her unique combination of circumstances. Everyone has their own sets of interests and talents. It’s important to look at the picture with the kid in the center.
As an aside, I would encourage consideration of duel enrollment opportunities. In some important ways, they can carry some advantages over AP courses and their associated tests.</p>
<p>In my state dual enrollment and/or post secondary (public HS students can take classes at local partner colleges rather than HS classes) are only accepted at universities in the state (all public, and many private) Not sure what other states do- but make sure you check into things before you choose. </p>
As an extension of this thought, our D who is currently an MT senior in an academically rigorous school also entered college with a lot of AP credits. She has recently had a couple of unexpected professional opportunities, and her AP credits (plus having taken heavy loads most Qs) are enabling her to miss two quarters and still graduate with her class. In addition to enabling her to pursue these opportunites, we’ll also save 2/3 of this years’ tuition, which makes those AP exams some of the best money we ever spent.</p>
<p>But in my opinion, AP classes are only appropriate for kids who are, for whatever reasons, personally motivated to take them. I think it was the kids’ (fantastic) AP Euro teacher who told them on the first day of class that if anyone was there for their parents they should drop the class immediately, and I think she was right.</p>
<p>Know your child. If s/he thrives on academic rigor, high stakes, going 90-miles-an-hour 24/7 (my S wallows if given too much “free” time), is interested in <em>everything</em>, but maybe needs a little nudge with time management and “future thinking” - then go for everything the schedule/budget can allow. But if you are watching your child crumble before your eyes, pay attention. Propping her/him up on the outside, while s/he is imploding on the inside does not build a healthy path to a life in theatre.</p>