My daughter just started HS after a rocky MS experience filled with C’s and D’s. After much discussion, she was placed into mostly low level core courses. We were told that on the transcript these would simply appear as “U.S. History”, “English”, etc, not indicating any difference between the middle level and low level class. It’s only a short while into the year, of course, but she’s getting A’s and B’s. If she was to remain in these low level classes all through HS, can college admissions see through this on the transcripts? Reality tells me that there must be a way to decipher this, right? TIA
Talk to the guidance counselor at the school. How the transcript is presented varies from HS to HS so you need to know the particulars in your school.
In general colleges are made aware of the level/rigor of the courses. In our HS the level of each class is indicated by the course number (ex. AP, honor, regular, remedial). When the transcripts are sent to college a school profile is attached which describes how the course number relates to the class level. It would be unfair not to let colleges know.
Just let her take these courses and build some academic confidence, even if colleges see low rigor of courses they’ll also see her good scores. In Sophomore year add one or two honors classes then if that goes well, get one or two AP in junior year. In freshman year, let her start some extracurricular activity or sport so she has a balanced resume. If she didn’t do well in middle then her foundation can’t be too strong so putting too much weight can backfire.
Try to get her into College Prep/standard/on-level classes next year in the courses where she’s getting A’s.
(Unless by “lower level” you don’t mean “general” classes, but “college prep”.)
Yes, colleges would know.
In what subjects is she getting A’s?
Where did the problems come from? Behavior/attitude, not doing homework, struggling with class pace, easily distracted with noise/other things, grasping content? Did you have her evaluated in case there is an underlying learning disability?
On the other hand, your daughter may not be interested in lengthy academic studies and may prefer to join a trade through an apprenticeship program after graduating high school. Those are quite competitive but rest on character (work ethics, willingness to learn, etc.) as well as dexterity, confidence with tools, etc. Also see if she likes working with computers, as IT people are in-demand. Apprenticeships are terrific for the right kids (better than college) and in my opinion should be developed by states/local communities.
Thank you all. Her problems stem from ADHD which seems to be well controlled now. Yes, the logic was that the lowest level courses would help build her confidence. She’s continuing to be active in extracurricular activities and sports.
Her HS has AP/Honors, regular classes (Called “College Prep 1”) and then the lowest level (Called “College Prep 2”). So while she’s in “College Prep” classes, they are the lowest level offered.
(I completely agree MYOS1634 with the trade program suggestion! … but my DD is aiming for a career which is realistic for her abilities, but does require college.)
You should aim for her to take College Prep 1 classes in the subjects she got an A in, and see how it goes.
Also, make sure she has what moderately to minimally selective colleges want to see:
4 years of English and Math, at least 2 years of a foreign language, 3 science classes including one biology and one from chemistry or physical science, 3 units of social science including if possible US history, world/global studies, and government/economics with financial literacy. 5 academic classes each year at any level (including art, music, etc. but not including Health, Driver’s Ed, PE, etc.)
This will serve her well regardless of the level of classes. If she can take English and at least 2 other subjects at college prep 2 level, she’ll be better prepared for college.
The goal is not only to get into college, but to succeed there, and the “CP2” classes are likely really watered down and unlikely to prepare students for college classes. In particular, the stronger English classes she can handle, the better off she’ll be, as strong reading and writing skills will help in every subject (including the sciences.)
In addition (thinking ahead), try to have her prepare for standardized testing starting the summer before junior year, so that she builds stamina and focus. Use college visits as a motivator (and after the visit, show her the average test scores). On another thread, there was a student who wouldn’t prepare but went from 20, to 21, to 23, to 25 (and, having visited colleges she liked, accepted prep for the last two sittings.) A 25 ACT opens a LOT of doors that a 20 didn’t, including merit scholarships at small private colleges that can make them in line with public directionals!
If she’s aiming for a community college, discretely start exploring which ones have good 3-year graduation rates and good 4-year transfer rates (even if she doesn’t plan on to go to a 4-year, it gives you an indication about class quality, available support, and peer quality.) For example, in Florida, Santa Fe College and Tallahassee College both have excellent transfer rates and even residences for students who plan on going to public 4-years. Quality is excellent. Other community colleges aren’t so successful and have huge drop out rates (programs may be good but un-motivated, no resilient peers would be a problem.) Then, when you start visiting community colleges, steer her toward the “good” ones. Visiting community colleges, like her peers do with 4-year colleges, is important in giving her a choice and a voice in her future, and are less likely to result in picking “whatever her friends go to” regardless of outcomes or program quality.