As college admissions professionals, we know that the high school transcript is the most important piece of a student’s college application. Colleges look at many components of a student’s application when making admissions decisions, but the courses a student takes in high school and the grades they earn in those courses reign supreme.
That’s why high school course planning is so important. It’s also why there is a lot of misinformation about what matters and what doesn’t when thinking about what classes students should take in high school.
First, I’ll bust 3 myths about high school course planning. Then, I’ll give 5 tips for students to consider while building a 4-year course plan.
Myth 1: Colleges look for a certain number of AP classes
TRUTH: College admissions representatives want to see students challenging themselves within their own abilities, interests, and the context of their schools. There is no magic number of honors, AP, IB, or Dual Enrollment classes that an admissions counselor is looking for when they evaluate an application.
Myth 2: Students should purposefully take less challenging classes to protect their GPA
TRUTH: Again, college admissions reps want to see students challenge themselves! They want to see coursework get more demanding and rigorous over time as students prepare for college. If students are excelling in standard-level classes, I encourage them to stretch into more advanced classes the following year if available at the school. That way, colleges will see students challenging themselves to their fullest potential.
Myth 3: Colleges view Dual Enrollment the same as AP or IB classes
TRUTH: It’s true that AP, IB, and Dual Enrollment courses can all award college credit, but they are not always viewed the same in the college admissions process. That’s because AP and IB have standardized curriculums and exams that all students take. Colleges know what a student who has taken an AP or IB course can be expected to know. On the other hand, Dual Enrollment through a local college or community college is not standardized. Colleges have no way of knowing the quality of the curriculum because it will vary from course to course. (Read more about AP, IB, and Dual Enrollment courses and which type of students might benefit from each.)
5 Tips for High School Course Planning
1. Make a 4-year plan and re-evaluate it every year
Instead of tackling course planning a year at a time, make a plan for all 4 years of high school. It’s best if you can do this when entering freshman year with as many course options as possible! Get a copy of the school’s course catalog and go through each subject, following the course progression until senior year.
Make sure the courses you’re taking in 9th grade will help you meet your goals for 12th grade. For example, if students have to take certain prerequisites to get into an honors-level elective, make sure to start that course track early enough to take the necessary classes. Another example is if you know you want to take AP Calculus before graduating, plan to take precalculus by at least your junior year.
Revisit the 4-year plan at the end of every year and make any necessary adjustments. The initial plan made in 9th grade may change as new interests evolve!
We give students a solid foundation in the college admission process
that includes 4-year planning in & out of the classroom!
2. Explore interests using electives
Core courses (math, English, social studies, science, and foreign language) are the foundation of a student’s transcript, but don’t neglect electives! Students have many more course options in high school than they’ve ever had before and can use electives to explore their interests in the classroom.
Electives can be a great way to explore a potential major or career. They can also be a creative outlet during the school day. I recommend students make room in their schedule for interesting electives over study hall, a free period, or early release. We like transcripts to tell a story about a student and their interests, and electives are a great way to accomplish that goal!
3. Senior year should be the most challenging year
I know many students see a light senior year as a “rite of passage.” My seniors often ask if it’s okay to take easier courses or to schedule free periods so students can sleep in or leave school early—especially during second semester after submitting college applications. But unfortunately, that’s not the key to success in selective college admissions.
College admissions offices expect to see a student’s transcript getting more rigorous over time. And because senior year is the year that prepares students for college-level coursework, it should be the most challenging year of all. No senioritis allowed!
4. Plan to take core courses all 4 years even if YOU exceed graduation requirements
Building off of Tip #3, students should take the main four core courses (math, English, social studies, and science) during their senior year, even if they have already met their school or state’s graduation requirements. If they are applying to a highly selective school, it’s also recommended that they take foreign language all four years as well.
Not only can this be helpful for college admissions, but it’s also helpful for the college transition. These subjects are considered general education requirements at most colleges, and most students will need to take at least one class in each area. If students have gone over a year without taking a certain subject, there can be a learning gap to overcome in addition to the increase in difficulty that comes with college courses. Taking core courses all 4 years of high school helps students prepare for success in college!
5. If you have a specific major in mind, consider classes that relate
Taking courses related to a student’s intended major can help prepare them for college-level coursework. For example, most students interested in engineering need to be calculus-ready (at least!) if they want to start their college course progression on time. Without a 4-year plan in place (Tip #1) or taking classes that relate to a student’s interest in STEM, a student who didn’t take an advanced math pathway might need an extra semester or two of math and be behind their classmates if they are admitted to the program of their choice.
Taking specific courses can also demonstrate a student’s interest in a particular major. This is particularly useful for selective colleges and/or selective majors at a college. For example, if a student thinks they want to major in political science or international relations, then taking classes in history, government, economics, and foreign language supports that student’s interest. Their transcript tells a story and helps that student learn if their intended major is right for them!