@infoquestmom: that is NOT a norm at all in 99.9% districts though. Colleges do NOT expect post-AB/BC calculus. Many tippy top colleges expect some form of calculus but nothing “beyond”, and even they accept 4 years of math without calculus whatsoever for non Stem students if they show something else (like advanced foreign language proficiency, proficiency in two or more foreign languages, philosophy/logic…)
I know all parents like to think their kid is highly gifted and can start calculus in 9th grade but what you describe sounds like a nightmare of non-developmentally appropriate pressure for 99% kids and why Stanford says not to confuse rigor and crazy (well, they have officialese for this but check their language about “rigor”).
Honestly if this were the pressure in my public school system I’d pull my kids out.
BTW, I think this system of seeing math as a path to calculus (aiming for/going beyond) is wrong. I like curricula where other branches of math are explored (linear algebra, discrete math, stats&probability, even the logic of CS language).
In particular, I really think that the norm shouldn’t be precalculus + calculus for the endpoint in high school, but rather Algebra2+Statistics integrated with precalculus, if necessary spread over two years or accelerated with both in a year for STEM kids to get to calculus and calculus-based statistics, and with schools offering advanced math students a variety of advanced math choices from the different “dimensions” of math (analysis, algebra, geometry, statistics, discrete, etc.), perhaps with a link to an online college course or something.
Applied statistics is a very useful field to understand regardless of major, academic interests, etc, whereas precalculus and calculus train the brain and are basic building blocks for STEM majors so they’re necessary and useful, but not as “essential to understand the world” as statistics. Some school districts or universities don’t even count it as their required “4th math class”.
The result is that we have a high percentage of students who never take statistics and have no understanding of ratios or averages and such basic concepts that they forgot from 5th grade, let alone anything else that is necessary to understand the news (polls!) and the world around them. 
This really aggravates me and I wish there was a way to integrate basic statistics into the regular math curriculum without making it a separate course. (The separate course could still exist of course, but as additional knowledge.)