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What School Subjects Do You Need in High School?

Verywell / Nusha Ashjaee 

• Basic School Subjects
• College Preparation

While some high school subjects are required, others can be selected. Finally being given more of a choice in what a student studies can be freeing, but also overwhelming. What courses are best? It's most important to first consider what is needed to graduate. Then, parents and teens can work together to choose subjects that not only engage their interests but also have their future plans and goals in mind.

For example, students who plan to go to college may be required to take more years of a foreign language or other classes required by the schools they are interested in. A student who is interested in pursuing a career in construction may want to take an industrial arts class.

School Subjects

• Writing or Composition
• Trigonometry and/or Calculus
• Biology (typically has advanced class options)
• Chemistry (typically has advanced class options)
• Earth or Space sciences
• Physics (typically has advanced class options)
• U.S. Government
• U.S. History
• World History
• Foreign Language
• Physical Education/ Health
• Arts, such as music, photography, or ceramics
• Computer applications, graphic design, or web design
• Business, law
• Cooking and other life skills
• Physical education
• Trade field studies such as auto mechanics or nursing
• Personal finance

School Subjects You Need to Graduate

Ideally, teens should start high school with a basic plan of the classes they will need to take in order to graduate. Every state has different requirements for obtaining a high school diploma , and each school varies greatly in what they offer to give kids a chance to fulfill them.

The school's guidance/counseling department can help students understand the requirements for graduation and how their coursework aligns with them.

The basic requirements generally include the following:

English/Language Arts

Studying the English language and literature is an important part of high school for every student regardless of their post-school plans. In addition to studying important pieces of literature, English classes teach teens about writing and speaking.

Most states require four years of English or language arts classes. The main English classes in high school include:

Mathematics

In high school, students dig into several different types of math. Algebra and geometry are required at most high schools, and students may choose to take advanced math classes if they are offered.

Most states require three or four years of math coursework in high school. The main math classes in high school include:

Basic life sciences (e.g. biology) and physical sciences (chemistry, physics, etc.) are required at most high schools. These classes often include lab components that allow students to perform hands-on experiments.

Most states require two to three years of science coursework in high school. These may include:

Social Studies/History

Understanding how the world works is important for young adults. In high school, students will study history and government and learn about how social studies affects their lives.

Most states require three to four years of social studies coursework in high school, including:

Foreign Languages

Learning a second language is important in today's global world. While many high schools offer foreign language courses, only 11 states require students to take a foreign language course. High school students can fill these requirements by learning the basics of at least one foreign language, and they may be able to choose to take advanced classes to learn more.

Common languages offered in high school include:

• Mandarin Chinese

Other possible language offerings include Russian, Latin, American Sign Language, and German.

Physical Education and Health

Physical education and health classes can teach high schoolers how to care for their body's fitness and nutritional needs. Many states require at least one unit of P.E. to graduate. Other states have P.E. as an elective.

School Subjects for College Preparation

Students planning to go to college should consider how colleges will look at their courses during the application process. Grade point average (GPA) is important, but coursework should also demonstrate academic rigor.

When planning, it can be helpful to balance standard high school courses with some that are more challenging. Additionally, students can do this—and even get a head start on college—by taking advanced placement (AP) or college classes.

AP classes are more rigorous courses that teach subjects at an introductory college level. Some of the most common AP courses that are available include Calculus AB, U.S. History, English Literature, Biology, Statistics, Chemistry, and Psychology.

Students who take AP classes have the option to take an AP test in the spring. If they get a certain score, they can get credit for the course at many colleges.

College Credit Courses

Many high schools offer opportunities to gain college credit, and the counseling department can inform students about any such offerings as well.

These may be online or in-person classes through programs offered by colleges and universities, and they may be taught by a professor or a high school teacher. Dual-credit programs allow students to fulfill their high school requirements while obtaining some college credits free of charge.

In addition to the basic classes, there are usually plenty of opportunities to take electives in various areas of study. These can not only broaden a student's academic knowledge but also teach them valuable life skills.

In some cases, a student may be given the freedom to choose one class from a select group of options required in the school's curriculum. In others, a student may have room in their schedule to choose to study something simply based on their interests and aspirations.

Examples of elective classes may include:

Students on a vocational track may be able to gain some hands-on learning in fields such as metalworks and woodworking. Many schools even offer the opportunity to gain certificates or licenses that will help them in their future careers.

A Word From Verywell

Choosing high school classes requires planning both as a student enters school and throughout their high school experience. The right classes are challenging and engaging, but not unrealistically rigorous or overwhelming.

An ideal schedule can help a student succeed , enjoy learning, and have a good academic experience while preparing them for their future plans, whatever they may be.

It's important for teens and their parents to talk about their career aspirations. Discuss interest areas and review their schedule together to help them make the most out of their school's offerings.

Education Commission of the States. 50-state comparison .

American Councils for International Education. The National K-16 Foreign Language Enrollment Survey Report .

College Board. Program Summary Report .

By Denise Witmer Denise Witmer is a freelance writer and mother of three children, who has authored several books and countless articles on parenting teens since 1997.

How and Why to Take Advanced High School Classes

Advanced placement (ap) program.

Taking challenging classes in high school is a great way to build new skills. And it will serve you well when you get to college because you'll be more prepared for the work. In a recent survey of first-year college students, more than half of the students surveyed said they wished they had worked harder in high school.

Challenging classes, such as honors and college-level courses , also help you get into college. They are exactly what admissions officers like to see on applications.

There are other good reasons to switch classes in high school to honors and college-level courses. In the survey mentioned above, most students who took college-level courses as part of the Advanced Placement® or International Baccalaureate programs said that these classes were more worthwhile and interesting than others.

Experience a Different Approach

Honors and college-level courses differ from regular classes in various ways. Here’s a brief overview of some of the classes that may be available to you:

• Honors classes  usually cover similar material as regular classes but at a faster pace or more deeply than regular classes
• College Board's AP Program offers college-level classes that help students develop and apply skills, such as reading critically, solving problems analytically, and writing clearly. More than 30 classes are available.
• The  IB program  offers college-level classes that stress developing your thinking skills and an awareness of global issues.
• College course s may be available for you to take while still in high school, either at your school or on a college campus.

Find Your Passion

Courses like these can introduce you to topics and ideas not covered in the regular classroom. For example, AP courses include Chinese Language and Culture, Environmental Science, and Psychology. This range of subjects allows you to explore your interests and develop new passions. You may even discover the subject that will become your college major or the focus of your career.

Build Important Skills

Honors and college-level courses can help you learn the skills and habits you'll need for success in college and beyond. They’ll allow you to develop:

• Stronger writing skills
• Problem-solving abilities
• Time-management skills
• Good study habits

Prepare for College

Showing that you're willing to push yourself by taking rigorous classes in high school can help when you're applying to college. The level of courses you take now is one of the first things colleges look at.

In addition, college courses, IB classes and exams, and AP Exams may lead to college credit, advanced placement, or both in college. This means you may be able to skip some basic college courses and move directly into interesting, advanced classes. This also may allow you to free up enough time to pursue a double major or study abroad.

Take the Plunge

Once you decide to challenge yourself with honors or college-level courses, talk with your school counselor, teacher, or principal. They can help you get information about a course's workload, any preparation you might need, and how to sign up for this type of class.

Are challenging high school classes, such as honors classes, the same as AP?

Challenging classes, such as honors classes, and Advanced Placement (AP) classes are different. Honors classes are high school courses that are more rigorous than standard courses, but they don't offer college credit. An honors class gives students more in-depth knowledge of a specific subject

What does “challenging” or “advanced” mean in high school?

Advanced or challenging high school courses typically cover more material and require more independent work than standard courses. Students in advanced classes are expected to read, write, and think at a higher level. These courses may also have higher expectations for participation and require engagement in classroom discussions and group projects.

Is it worth it to take advanced classes in high school?

Taking advanced classes in high school can provide numerous benefits for students. Advanced classes, such as honors classes, college-level classes like AP or IB, or classes taken at a college, prepare students for college coursework, may earn you college credit, and demonstrate academic ability. Some high schools might also provide additional “weight’ to your GPA for advanced classes. Learn more about how to calculate your GPA.

What’s considered an advanced class?

An advanced class, such as an honors or college-level class, requires more effort than standard or regular courses in the same subject. These courses are designed to provide students with a fuller understanding of the subject matter. They also provide the opportunity to develop critical thinking, problem-solving, and analytical skills. The specific requirements and expectations for honors and college-level classes can vary depending on the school or district.

Which is harder, AP or honors?

AP classes are typically considered more challenging than honors classes. AP courses require students to learn and apply advanced concepts and skills as they engage in college-level coursework. On the other hand, honors classes in high school are advanced courses within a specific subject designed to provide students with a more in-depth understanding of the material.

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What we know about Career and Technical Education in high school

Subscribe to the center for economic security and opportunity newsletter, brian a. jacob brian a. jacob walter h. annenberg professor of education policy; professor of economics, and professor of education - university of michigan, former brookings expert.

October 5, 2017

• 17 min read

Career and technical education (CTE) has traditionally played an important role in U.S. secondary schools. The first federal law providing funding for vocational education was passed in 1917, even before education was compulsory in every state. 1

CTE encompasses a wide range of activities intended to simultaneously provide students with skills demanded in the labor market while preparing them for post-secondary degrees in technical fields. Activities include not only specific career-oriented classes, but also internships, apprenticeships and in-school programs designed to foster work readiness.

CTE advocates cite several goals of career-oriented learning experiences. For non-college-bound students, CTE can provide hands-on training that translates directly to attractive careers upon graduation. Work-related or internship-like experiences that are often a part of CTE can teach students the “soft skills” necessary in the labor market. Finally, by integrating academic skills into a “real world” context, advocates claim that CTE can motivate students to attend school more frequently and be more engaged, and therefore improve core academic skills.

However, CTE has been on the decline for several decades. Starting in the 1980s, states increased the number of courses required for high school graduation, and began mandating students take additional courses in core academic areas such as math, science, social studies and foreign language. 2 These additional requirements, along with declining funding 3 and a growing perception that all young people should be encouraged to obtain a four-year college degree, led to a sharp decline in CTE participation. Between 1990 and 2009, the number of CTE credits earned by U.S. high school students dropped by 14 percent. 4

The past decade has seen a resurgence in interest in CTE. Scholarship in the area of education and the labor market has increased markedly. 5 In the past four years alone, media mentions of “career and technical education” have quadrupled. 6 In 2015 alone, 39 states instituted 125 new laws, policies or regulations relating to CTE, many of which increased state funding for such programs. Montana, for example, doubled the annual statewide appropriation for secondary CTE; Nevada tripled its funding. 7

Unfortunately, research on CTE has not kept pace with policy interest. 8

What does earlier non-experimental research tell us?

Prior non-experimental evidence suggests that students who participate in secondary CTE programs have higher employment and earnings than demographically-similar peers in the short run, but they do not necessarily have better academic outcomes. For example, many studies show little or no differences between CTE participants and comparison groups in terms of academic achievement, high school graduation or college enrollment. 9

A good example of this type of research is a recent study by Daniel Kreisman and Kevin Stange, which relies on data from the NLSY97, a nationally representative sample of 12- to 17- year-old youth in 1997 that tracks individuals over time.

They find that CTE participation is not strongly associated with educational attainment – CTE students are marginally less likely to enroll in college but no less likely to earn a degree – but CTE coursework does predict employment outcomes. Importantly, they find that CTE participation is associated with higher wages, with the increase driven entirely by upper-level coursework, defined as courses within a sequence beyond the introductory class, in more technical fields. Each additional year of upper-level vocational coursework is associated with a nearly 2 percent wage increase. 10 This suggests that the benefits of CTE education stem from in-depth study of a specific area consistent with the recent trend toward “pathways of study” within CTE. 11

As the authors recognize, however, the biggest challenge in evaluating CTE is that students typically self-select into such programs, or student choices are circumscribed by the types of programs offered in nearby schools. In either case, it is likely that students participating in CTE are different in many ways than other youth who do not participate in CTE – in terms of their personal abilities and interests, family background, etc. On the one hand, many observers have described CTE as a “dumping ground” for lower-achieving or unmotivated students. 12 On the other hand, because CTE is not the “default” pathway, the students who participate must be at least somewhat motivated and informed. 13

CTE can motivate students to attend school more frequently and be more engaged, and therefore improve core academic skills.

Kreisman and Stange attempt to circumvent this selection problem using what researchers refer to as an instrumental variables strategy. Simply put, they compare students across schools with different high school graduation requirements because, as they show, the greater the number of required courses, the fewer CTE courses students take. Using this approach, they find that the wage benefits associated with CTE disappear.

However, a key assumption here is that, after controlling for observable student and school characteristics, the students attending high schools with fewer graduation requirements are identical to those attending high schools with more graduation requirements. 14 As the authors recognize, this is a very strong assumption. If this assumption is true, it implies that students whose CTE course-taking is influenced by graduation requirements realize little benefit from it. Of course, it may still be the case that those who self-select into CTE benefit from it, and that prohibiting them from doing so would be detrimental.

A further complication is that virtually all of the existing research on CTE has focused on relatively short-run outcomes. This is a notable limitation because many believe that career-focused education involves a tradeoff – namely, learning a narrower set of technical skills that can provide short-run benefits at the expense of learning more fundamental skills that will better serve individuals in the long-run. 15 Indeed, a recent study using European data finds some evidence of exactly this type of tradeoff. 16 Given the changes we expect to take place in the labor market in coming years, and how often individuals might need to switch occupations, this is a potentially serious concern. Of course, advocates of CTE argue – with some justification – that career-oriented education today does aim to teach core academic skills essential to lifelong learning, and often does so better than traditional schooling, particularly for disadvantaged youth. 17

the gold standard

The single best way to avoid such selection problems and determine the causal impact of a policy or program is through a randomized control trial. While such experiments can be expensive and are often logistically or politically difficult, they have a long history in education policy research. Other research designs, known as quasi-experimental research, attempt to approximate the same design with statistical techniques.

According to the What Works Clearinghouse, for example, there are 83 programs with experimental or quasi-experimental evidence in the area of early childhood education, 39 programs for dropout-prevention, and 32 programs for English language learners.

In the area of secondary CTE, there is only 1. Yes, one. This study examined Career Academies in the early 1990s, before many of the occupations common today even existed and prior to the introduction of policies with important implications for secondary schools (e.g., school accountability). 18

Structured as distinct programs embedded within comprehensive high schools, the Career Academies provided students with career-oriented instruction in a particular field along with internships and other activities to prepare students for, and connect them with, the labor market. The schools in the study were located in or near large urban areas with predominantly low-income minority student populations. The Career Academy programs were oversubscribed, which permitted admissions to be determined by lottery.

Researchers found that Career Academies had no impact (positive or negative) on high school graduation, postsecondary enrollment or educational attainment. However, the study found that students who received the opportunity to attend a career academy earned 11 percent more than the control group. Interestingly, this positive wage effect was driven entirely by male students, who enjoyed a 17 percent earnings boost. Males defined as high-risk based on baseline characteristics (i.e. prior to high school) realized the largest benefits from the program. There was no significant difference between the earnings of females in the treatment and control group.

This single study has been cited hundreds of times, and is featured prominently in nearly every literature review and many policy proposals regarding CTE. While this was an extremely well-done evaluation of an important CTE model, it has important limitations. As noted elsewhere, Career Academies are a small component of CTE provision nationwide. 19 The study itself focused on a small number of sites which, as evidenced by their oversubscription, were perceived as high quality. 20

and then there were two

Compelling research on CTE recently doubled with the release of a new study of regional vocational and technical high schools (RVTS) in Massachusetts. 21

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Unlike the Career Academies described above, RVTS are entire schools devoted to career-oriented instruction. Students spend one week in the classroom followed by one week in a technical shop. While students in other schools have access to CTE courses, RVTS offer more variety in terms of the program of study, and the programs themselves are typically higher quality than those found in comprehensive high schools.

The author of the study, Shaun Dougherty, obtained detailed data on student applications to three RVTS. Because the schools are often oversubscribed, they admit students on the basis of their attendance, grades and discipline record in middle school. By comparing the educational outcomes of students who scored just above the admissions threshold (and thus were very likely to attend) and just below the admissions threshold (who mostly did not attend), Dougherty is able to account for the selection bias that has plagued prior CTE research. This approach is known as a regression discontinuity design. What Works Clearinghouse considers well-done studies of this type to provide evidence nearly as compelling as an RCT.

Dougherty finds that attending a RVTS dramatically increases the likelihood of high school graduation. Poor students are 32 percentage points more likely to graduate if they attend a RVTS, which represents a 60 percent increase given the baseline graduation rate of 50 percent. The effect for non-poor students is somewhat smaller, but still quite large – an increase of 23 percentage points from a baseline of 67 percent, suggesting a nearly 35 percent improvement. 22 At the same time, Dougherty finds that attending a RVTS has no impact (positive or negative) on the standardized math and reading exams that all Massachusetts students take at the end of 10 th grade.

where to go from here?

More rigorous research on CTE programs is clearly needed. To its credit, the Institute for Education Sciences (IES) recently initiated several new data collection and research grants in this area. The recent study by Dougherty is a great start, but only a start. Further progress requires a series of studies that build on each other, and examine different approaches to CTE. Because states play a large role in developing and overseeing CTE programming, they must take the lead. States have been very active in passing laws, issuing regulations and disseminating policies about CTE. States now need to step up and support a research agenda that can help ensure these new initiatives are successful.

The author did not receive any financial support from any firm or person for this article or from any firm or person with a financial or political interest in this article. He is currently not an officer, director, or board member of any organization with an interest in this article.

• The Smith-Hughes Act of 1917 preceded the passage of compulsory attendance laws in Mississippi in 1918 , the last of the 48 states of the time to pass such a law.
• Jacob et al. (2017). “Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan.” Education Evaluation and Policy Analysis,39(2): 333-360. http://journals.sagepub.com/doi/full/10.3102/0162373716685823 .
• U.S. Department of Education (2014). National assessment of career and technical education. Final report to congress. Technical report, Washington, DC.
• Hudson, L. (2013). “Trends in CTE Coursetaking. data point.” National Center for Education Statistics, NCES 2014-901.
• Shaun M. Dougherty and Allison R. Lomarbardi. “From Vocational Education to Career Readiness: The Ongoing Work of Linking Education and the Labor Market.” Chapter 10 in Review of Research in Education, March 2016, Vol. 40: 326–355
• From 5,518 stories in 2014 to 22,755 stories from January 1 to September 28 of this year, based on author’s Meltwater analysis.
• http://www.acteonline.org/uploadedFiles/Who_We_Are/Press/2015_State-Policy-Review_FINAL%20(1).pdf
• Corinne Alfeld made this same point in an IES blog post earlier this year.  See https://ies.ed.gov/blogs/research/post/career-technical-education-is-growing-research-must-follow
• For good reviews of this prior literature, see Kreisman and Stange (forthcoming) and Dougherty (forthcoming).
• The benefits of upper-level CTE coursework is driven largely by those focusing in technical fields.
• While selection bias is still a concern, it is worthwhile noting that the authors control for a very rich set of covariates including student demographics, parental income, parental education, student AFQT score, freshman year GPA, state of birth and various school characteristics.
• See, for example, Kelly, S. & Price, H. (2009). Vocational education: A clear slate for disengaged students? Social Science Research, 38 (4), 810–825.
• Insofar as CTE programs involve travel to/from worksites, it seems likely that participation requires more time than a student would have to devote to a standard high school track.
• As the authors discuss in detail in the paper, there are two reasons why their instrumental variable results might differ from their OLS regression results. The first is that the students who self-select into CTE have some positive, unobservable characteristics that explain their success in the labor market. The second is that there is true heterogeneity in the returns to CTE – the students who self-select do indeed benefit from the experience, but those whose course-taking decisions can be swayed by their school’s graduation requirements do not benefit.
• http://hanushek.stanford.edu/publications/german-style-apprenticeships-simply-cant-be-replicated
• Among younger people, employment rates are higher among those with vocational education. However, this pattern reverses by age 50. These patterns are most pronounced in countries that have highly developed work-based education systems such as Germany, Denmark and Switzerland. See Hanushek et al. (2017). “General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle.” Journal of Human Resources. 52(1): 49-88.
• http://blogs.edweek.org/edweek/top_performers/2017/07/the_false_choice_between_vocational_and_academic_education.html
• Kemple, J & Willner, C.J. (2008). Career academies: Long-term impacts on labor market outcomes, educational attainment, and transitions to adulthood . MDRC.
• Kreisman and Stange (2016), “Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth.” NBER working paper
• And, if one looks beyond the headline results, the detailed findings of the Career Academy raise a number of important questions about the mechanisms, and thus generalizability, of the impacts. For example, students in the treatment group reported significantly higher levels of interpersonal support from teachers and peers than their comparison counterparts. While Career Academy students did engage in work-based experiences that control students did not, researchers found that the curricula and instructional materials used in the Career Academies were similar to those used in other parts of the high school, and did not meaningfully integrate academic content with career-related applications. Together these findings suggest that the benefits of attending a career academy may relate as much to the school culture as the particular career focus, similar to the benefits of attending a small school or “school-within-a-school.”Bloom, Howard S., and Rebecca Unterman. 2014. Can small high schools of choice improve educational prospects for disadvantaged students? Journal of Policy Analysis and Management 33(2): 290–319.
• Dougherty, S.M. (forthcoming). “The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts.” Education Finance & Policy.
• These findings are consistent with some prior research suggesting that CTE participation can increase attachment to school. See, for example, the following studies: Plank, Stephen B., Stefanie DeLuca, and Angela Estacion. 2008. High school dropout and the role of career and technical education: A survival analysis of surviving high school. Sociology of Education 81(4): 345–370. Cellini, Stephanie Riegg, “Smoothing the Transition to College? The Effect of Tech-Prep Programs on Educational Attainment,” Economics of Education Review, 25(4), August 2006: 394-411.

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Why are advanced classes so important?

by: Sarah-Jane Lorenzo | Updated: March 27, 2023

Print article

Opportunities for rigorous coursework and extracurricular activities in high school do more than boost GPAs and add sparkle to students’ resumes. Students who take advanced classes are more likely to graduate high school , enroll in a four-year college, earn higher GPAs while there, and graduate in four years.

Whether high schools offer honors classes, Advanced Placement or AP classes , International Baccalaureate or IB classes , dual-enrollment classes , Project Lead The Way , Cambridge International , or other nationwide programs, these advanced courses provide far more rigorous learning opportunities than standard high school classes. While not all of these courses result in college credit, the ones that do can help students fulfill college requirements before leaving high school, potentially saving hundreds or thousands of dollars on college tuition.

Opportunities for success

High schools with the best track records of preparing students for postsecondary success provide advanced academic offerings and academically challenging extracurriculars, and they make those opportunities for advanced learning widely available across the student body. These opportunities expose students to more intellectually rigorous material, helping them acquire the skills they need to succeed in college. They also demonstrate to college admissions officers that a student is motivated and ready for college-level work.

Many studies show the value of advanced courses. A 2019 Loyola Marymount School of Education report found “students who completed IB courses seem to be more resilient than non-IB takers in terms of their freshman experience [and] in some cases [the] students suggested college was easier than their high school experience.” Another study by Mass STEM Hub of the one8Foundation determined students enrolled in Project Lead The Way (PLTW) coursework improved their MCAS scores in science and math, with students from economically disadvantaged backgrounds gaining the most benefit.

Academic clubs may also contribute to helping students become ready to succeed in college. A 2020 Milligan College paper that reviewed multiple studies and testimonials concluded, “there is a strong relationship between participants in academic clubs and academic achievement.” A meta-analysis from Brandon University in 2013 came to the same conclusion, summarizing, “participation in academic clubs yields higher academic achievement.” Joining an academic club can also lead to new friendships, and it looks wonderful on college admission transcripts, especially if the student assumed a leadership position.

Advanced Placement or AP courses

AP classes give high school students a chance to do college-level work, and possibly earn college credit. AP classes and exams are created and overseen by a nonprofit entity called College Board, which also gives the SAT. These year-long classes are taught by high school teachers, but College Board outlines the material for each course and “authorizes” classes to ensure that teachers know what material to cover. Identically named AP classes at different schools vary because teachers select the readings, projects, and other assignments. Overall, though, AP classes tend to be fairly consistent from school to school because at the end of the school year, College Board creates and gives a standardized AP exam and grades it on a scale of 1 to 5. Taking the AP exam isn’t required to pass the class, but students take the test because those who receive a 3 or above on an AP exam can qualify for college credit at most colleges. Also, many high schools and colleges “weight” a student’s GPA by giving more weight to the grade earned in an AP class. For example, earning an A in a regular English course would add a 4.0 to the student’s GPA; but an A in an AP English class would add a 5.0 to the student’s GPA. College Board does a lot of research on its own programs. College Board research from 2020 indicates that students who participate in the AP Capstone Diploma program “have significantly higher first-year college grades… than similar students who did not take any AP Exams in high school.” GreatSchools recently updated the data on our school profiles to help parents find schools that offer AP courses in the U.S. Read more about AP courses .

International Baccalaureate or IB classes

In-depth discussion controlled largely by students is what International Baccalaureate or IB is all about. Founded in Switzerland in 1968, IB has gained popularity for setting high standards and emphasizing creative and critical thinking. IB classes are taught by high school teachers, but the overall curricula and exams are created and graded by IB . Students can take individual IB courses or take a series of IB courses to earn an IB diploma. Students are responsible for their own learning, choosing topics and devising their own projects, while teachers act more as supervisors or mentors than sources of facts. Taking IB classes includes some of the same possible benefits for students as taking AP classes: class grades are weighted and passing the IB exam typically counts for college credit. A 2014 report prepared for IB on research conducted with University of Oregon Honors College students found that former IB students were “more academically adjusted to the rigor and expectations [and] they were not intimidated by the heavy workload required.” Read more about IB classes and programs .

Project Lead The Way or PLTW

Project Lead The Way or PLTW is an organization that provides STEM courses and curriculum to schools. At high schools that offer PLTW, students can take PLTW Computer Science, PLTW Engineering, and PLTW Biomedical Science courses with a hands-on classroom environment that empowers them to solve real-world challenges. Students can take individual classes or a series of classes to complete a “pathway” or course of study. Courses are taught by high school teachers, while the overall curricula are designed by PLTW. Research conducted by Mass STEM Hub of the One8 Foundation reports, after the first year of a six-year study, the following: participating in PLTW courses boosts high school students’ MCAS scores in ELA, math, and especially science and 70 percent of PLTW students agree with the statement: “what I am learning… will help me with subjects I want to study further.” GreatSchools recently updated the data on our school profiles to help parents find schools that offer PLTW courses in the U.S. Read more about PLTW .

Cambridge International

Cambridge International is created and run by Cambridge University. They offer a curriculum used in nearly 1,000 schools in the U.S. and 10,000 schools worldwide. The goal is to develop “a love of learning” with courses “that stretch, challenge, and inspire.” Depending on what schools offer, students can take individual classes or a series. Courses are taught by high school teachers, but curricula is designed by Cambridge International. Research conducted at Florida State University shows 73 percent of former Cambridge International students received A grades in their courses, compared to only 49 percent of the non-Cambridge International students. GreatSchools recently updated the data on our school profiles to help parents find schools that offer Cambridge International courses in the U.S .

Dual enrollment

Dual-enrollment programs allow high school students to take college courses and simultaneously earn both high school and college credit. Sometimes these courses are taught by a high school teacher on the high school campus; other times students take these courses at a local community college; and sometimes students take these courses online. A 2017 What Works Clearinghouse Intervention Report found dual-enrollment programs helped students complete high school, improve their high school grades, get into college, and graduate from college. Some schools have highly organized dual-enrollment programs. At other schools, students must take the initiative to work with a counselor to make this work. But in almost all cases, dual-enrollment is both possible and can be a very effective way for high school students to complete up to an Associate’s Degree while still in high school. Read more about how dual enrollment can fuel college success .

Student access to advanced classes is important, even in earlier grades

Many public high schools offer only a few advanced classes, and these are frequently only for 11th and 12th graders. For example, 27 states don’t require their districts to offer any AP, IB, or Cambridge classes . Yet the research shows taking advanced classes has many benefits.

If advanced classes are available for ninth and tenth graders, it’s advisable to enroll them only in classes they’re academically ready for and eager to tackle. Texas State University research found ninth graders enrolled in AP Human Geography scored lower than older students due to their “lack of writing skills…knowledge of the world… maturity… and study skills,” with the result that they were “less likely to major/minor in geography [and] less likely to pursue a career in geography,” than their older classmates. Conversely, another Texas study found that eighth graders in the Waco Independent School District enrolled in AP Spanish Language courses gained multiple benefits: They developed optimism about their futures; they found peer groups who cared about grades; and their educational aspirations were “positively influenced.” Even students considered at-risk for dropping out of high school who participated decided to enroll in higher-level coursework in high school afterward.

As part of the GreatSchools College Success Awards, we analyze data to identify what high school are doing to promote post-secondary success for their graduate . Our research shows that giving all students access to advanced courses is essential — and especially for younger students. Sixty-three percent of College Success Award-winning schools allow ninth graders to take advanced courses. For example, Young Women’s Preparatory Academy, a sixth-twelfth grade magnet in Miami-Dade Unified School District, automatically places every ninth grader in AP World History, and offers 24 AP classes each year.

Another crucial element to providing access to advanced courses is not imposing barriers to access to advanced classes , such as a GPA or prior class grade requirements. Reducing financial barriers to advance courses also contributes to a high school’s success: 84 percent of College Success Award-winning schools offer financial assistance for AP and IB exams, and thirty-one states and the District of Columbia provide financial support to low-income students.

If your teen’s school doesn’t offer advanced courses, or if there’s a specific class your young scholar wants, students can seek enrollment in one of the 38 AP online courses .

Steps to greater equity: increase access and support for struggling students

For students from low-income backgrounds , the benefits of completing college credit-bearing coursework in high school are particularly pronounced: “Research suggests that students who complete AP and dual-enrollment coursework are more likely than their peers to finish high school, enroll in a postsecondary institution, and complete a postsecondary credential or degree,” says Jennifer Zinth, director of high school and STEM initiatives for the Education Commission of the States.

Unfortunately, students from low-income and marginalized backgrounds are less likely to enroll in advanced classes . Word in Black , using 2017-2018 data from the U.S. Dept. of Education, reports only 3.7 percent of Black students and 5.1 percent of Hispanic students enrolled in AP classes, compared to 6.6 percent of white students and 12.9 percent of Asian students. In 2016, the New York Times reporte d that more than 70 percent of Black students failed their AP exams, compared to an overall 42 percent no-pass rate.

The disparity is even greater when you consider STEM fields. According to 2021 research by the Pew Research Center , Black and Hispanic students are less likely to earn degrees in STEM fields than other degree fields, and they continue to make up a lower share of STEM graduates relative to their share of the adult population. The same report shows that while female students earn a majority of all undergraduate and advanced degrees, they remain a small share of degree earners in fields like engineering and computer science — areas where women are significantly underrepresented in the workforce.

Why do these disparities exist? The Education Trust , a policy center committed to dismantling racial and economic barriers in the American education system, lists six obstacles: resource inequities, educator bias, assessment and grading biases, lack of access to diverse educators, inequitable access to quality early childhood opportunities, and Lack of communication with families. GreatSchools’ College Success Award survey found the same discouraging pattern: students from all ethnicities were not equally represented in advanced courses.

While reducing prerequisites may help make enrollment in advanced courses more representative of a school’s population, more work needs to be done to support all students in those classes, too. In response to a national trend to broaden participation in APs, Walter Parker, a professor of social studies education at the University of Washington, has focused his recent research on how to make AP Government courses more relevant for students who have not traditionally enrolled in advanced classes. Increasing enrollment, Parker said, is just the first step toward helping more students benefit: schools must also provide essential supports so that the students who gain access to advanced courses will succeed.

“We know from College Board data that when you lower the threshold for entry you do get higher participation, but you also get higher failure rates,” Parker says. “So, the trick is to open up the enrollment but also to do something in the courses to increase students’ success.” Through his research, Parker has found that interactive in-class simulations can bolster engagement and help students succeed.

This article is part of a series exploring best-practice approaches used by recipients of GreatSchools’ College Success Award. The College Success Award honors public high schools in nine states that are doing a great job of preparing students for postsecondary success. Learn more about the award , see the list of winners , and read about more best practices here .

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College Coursework in High School

Are you earning college credit while you're in high school? Wonderful! While college credit isn't required for admission, taking college coursework during high school is a great way to prepare you for future college classes. Here are tips to help you plan for educational experiences that best fit with a future degree in engineering.

Advanced Placement & International Baccalaureate

Transferring Credit to Ohio State

Once you have completed high school, you should transfer any college credit you have earned to Ohio State. This involves sending some type of official document to Ohio State that certifies your completion of the class or exam. 

• Advanced Placement exam credit:  When you take an Advanced Placement (AP) exam, you can universities to which you want your exam scores sent. If you listed Ohio State, then the scores will automatically be sent over the summer, around July. If you didn't list Ohio State initially, no problem! You can contact the College Board, which administers AP exams, and request your scores be sent to Ohio State.
• Dual Enrollment or College Credit Plus:  If you completed coursework through a partnership between your high school and a college or university, ask your high school guidance counselor about the process for sending your official transcript, including those courses, to Ohio State. If the courses you completed were through Ohio State at any campus, you don't need to send a transcript! Since they were taking at Ohio State, they are already posted to your academic record.
• Other College Coursework:  If you enrolled in coursework at a college or university on your own -- meaning, it wasn't affiliated with your high school at all -- you should contact that institution and request an official transcript be sent to Ohio State. ​

We hope this helps with your planning during your high school years. Good luck with your courses and we will see you on campus soon!

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Undergraduate Programs College Coursework In High School

Are you earning college credit while you're in high school? While college credit isn't required for admission, taking college coursework during high school is a great way to prepare you for future college classes.

It's important to keep in mind that our curriculum is sequential. Subjects build upon each other from course to course. For example, a student needs to master the content in general chemistry before moving on to organic chemistry.

This means that, in general, college coursework completed during high school doesn't necessarily shorten a student's time to graduation . However, if you take college coursework in high school, you will be better prepared to excel in these subjects while at college. It also provides you with more flexibility to incorporate co-curricular opportunities, such as second majors, study abroad programs, and minors.

If you aren't able to take any college-level coursework during high school, that's fine! Offerings vary from school to school.

Taking classes in algebra and calculus during high school can be helpful as you start building a foundation for study within business. Taking opportunity to strengthen your writing and communication skills are always a great option as well. In addition you can take classes that can apply to your General Education curriculum. The General Education is the part of your degree that provides the breadth to your college education. It incorporates coursework in the areas of writing, historical study, arts and humanities, social sciences, ethics and diversity. Courses such as first year composition, psychology, history, and literature can oftentimes fulfill these degree requirements.

You can use the resources below to see if your local college or Advanced Placement program offers a course equivalent that is already approved as a direct equivalent to a course at Ohio State! In general, we recommend that you select courses in which an exact OSU course (department and course number) is listed as an equivalent. Try to avoid courses in which you will only receive general, special, or technical credit.

• Advanced Placement Exams and OSU Course Credit : This chart shows you how Advanced Placement (AP) exams translate to course credit at Ohio State.
• OSU Quick Equivalencies : Click to download a master spreadsheet of courses which have already been evaluated by Ohio State. It's a long list, as you can imagine! You can sort by the institution through which you will be taking the course or the course at Ohio State for which you want to earn credit.
• Transferology : This online portal can show you the amount of coursework that transfers between other institutions and Ohio State. Transferology is most useful to current college students who are researching how their college credit may apply to a degree at another institution, but it can also be used by you as you plan on exploring college credit in high school.

Once you have completed high school, you should transfer any college credit you've earned to Ohio State. This involves sending some type of official document to Ohio State that certifies your completion of the class or exam.

• Advanced Placement exam credit: When you take an Advanced Placement (AP) exam, you can identify universities to which you want your exam scores sent. If you listed Ohio State, then the scores will automatically be sent over the summer, around July. If you didn't list Ohio State initially, no problem! You can contact the College Board , which administers AP exams, and request your scores be sent to Ohio State.
• Dual Enrollment or College Credit Plus: If you completed coursework through a partnership between your high school and a college or university, ask your high school guidance counselor about the process for sending your official transcript, including those courses, to Ohio State.
• Other College Coursework: If you enrolled in coursework at a college or university on your own -- meaning, it wasn't affiliated with your high school at all -- you should contact that institution and request an official transcript be sent to Ohio State. If your institution offers electronic delivery of transcripts, that is the best option. It's faster and easier to process. If not, you can request your official transcript be sent to this address:

Mailing Address

The Ohio State Univiersity Undergraduate Admissions PO Box 182646 Columbus, OH, 43218-2646

We hope this helps with your planning during your high school years. Good luck with your courses and we will see you on campus soon!

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What Is A High School Coursework?

The core courses students must take are those needed for their diplomas. These courses include English Composition, Algebra, chemistry, biology, and mathematics. Students may choose to take additional math courses as electives. The core curriculum lays the foundation for students to further their education by learning more about each of the subject areas. It provides the knowledge necessary to succeed in college and prepares students for a career in a particular area.

Many students begin their high school coursework by taking the SAT. This help s them decide what subject to major in, but the SAT should not be used as a primary entrance exam. Instead, students should focus their efforts on preparing for the SAT. They should consider taking AP exams in the core subjects for which they’re tested. Such exams, also known as sitting exams, will give a better indication of how well students will perform in the core subjects.

After the SAT, students should pursue a variety of options to help them prepare for college-level tests. They should consider taking AP classes, writing a sample exam, learning about different types of textbooks and reading them, and attending college-level seminars and conferences. By doing so, students will have a better chance of performing well on future exams and securing a place in a top-tier college.

What is a coursework? It is an outline or direction that students need to follow to achieve a particular goal. The topics covered in coursework may include mathematics, social studies, history, English, science, and other similar courses. Most schools provide some coursework in English composition, American government, and history. In many cases, these require independent study and do not require prerequisite courses.

What is a college coursework? College coursework is a set of books, research materials, and lessons required to earn a degree at a college level. Many students complete their high school coursework in a year or less. College coursework typically covers subjects such as mathematics, reading, writing, and social studies. Some colleges require students to complete additional courses, which are termed “core” courses.

Why do students need to know what is a high school coursework? In today’s society, individuals want to be successful and obtain a certain amount of college credit in order to make the best choices for their lives. Without this knowledge, they may end up putting themselves in a situation where they are unable to get accepted into a good school, because they did not take the time to learn about the various subjects that are required for college. Also, without this knowledge, they may end up missing out on some of the many wonderful opportunities that will open up for them once they start attending college.

What is a high school coursework? While you certainly need to have some understanding of what is a high school coursework, you should also have a good understanding of why it is a required subject for those who wish to go to college. Taking the time to learn what is a high school coursework will help prepare you for your future.

Why is a high school coursework important? It is important for students to understand why they should do well in school. For one thing, this coursework helps them develop skills that will enable them to do well in college. For another thing, it can demonstrate to future employers that you have what it takes to succeed in college. By taking the time to learn what is a high school coursework, you can help ensure that you get into the college of your choice, and that you will be able to graduate with a set amount of college credits.

What is a high school coursework? There are several different types of coursework that you can take, in order to learn what is a high school coursework. Some of these types of courses include foreign language, mathematics, science, history, English literature, physical education, music, and foreign languages. Some schools also have religious-based courses. Whatever type of coursework you are looking to learn, you can find it online. Simply searching the term “high school coursework” on any search engine will return a number of results where you can find what is a high school coursework online.

As you can see, a high school curriculum is important in order to succeed in college. You want to be prepared for what is a high school curriculum, so that you know what to expect from your future school. You can learn what is a high school coursework by doing a search online. You can complete the course work on your own time, from the comfort of your own home.

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Google and MIT RAISE collaborate on a free generative AI course for educators

The course will help teachers save time, personalize instruction, and enhance lessons with generative ai tools..

Google and MIT RAISE , part of MIT Open Learning, announced today a free Generative AI for Educators course. The online, two-hour, self-paced course is designed to help middle and high school teachers use generative AI tools to personalize instruction to meet student needs, develop creative lessons and activities, and save time on administrative tasks. Teachers who complete the course will earn a certificate that can be presented to their district for professional development credit. The course combines Google and MIT RAISE’s technological expertise and shared commitment to promoting useful and responsible AI education. Teachers and administrators can access the course on the Grow with Google website .

“MIT RAISE believes knowledge of generative AI is a key factor in creating a more equitable future for education,” says Cynthia Breazeal, director of MIT RAISE and dean for digital learning at MIT Open Learning. “We’re thrilled to collaborate with Google to offer the Generative AI for Educators course — providing middle and high school teachers with no-cost AI training. This course empowers educators to confidently integrate AI into their teaching, creating richer and more accessible learning experiences for all students.”

Breazeal and Lisa Gevelber, founder of Grow with Google, wrote the following blog post about the new course.

Think back on your favorite teachers. Maybe they made complex subjects seem simple and teaching seem effortless. But the truth is, teachers spend countless hours preparing engaging lesson plans, thoughtful assessments and creative class materials.

AI can be a valuable assistant to teachers in these moments. That’s why Grow with Google, in collaboration with MIT RAISE (Responsible AI for Social Empowerment and Education), is launching a no-cost Generative AI for Educators course , designed to help teachers build essential AI skills, it’s part of a shared commitment to promoting useful and responsible AI education.

In just two hours of self-paced study, teachers can learn how to use generative AI tools to help:

Create engaging lesson plans and materials. For example with generative AI, they can input their specific lesson plan and tailor it to student interests like explaining science using sports analogies. Tailor instruction for different abilities. Imagine a teacher who has 25 or 30 kids in their classroom. With generative AI, that teacher can easily modify the same lesson for different reading levels in their class. Save time on everyday tasks like drafting emails and other correspondence. For instance, if a student is out sick teachers can create summaries of that day’s lessons to help make sure the student doesn’t fall behind. At the end of the course, teachers will earn a certificate that they can present to their district for professional development (PD) credit, depending on district and state requirements.

School districts across the country will offer this Generative AI for Educators course, including Albuquerque Public Schools, Anaheim Union High School District, Chicago Public Schools, Miami-Dade County Public Schools, and Sun Prairie Area School District in Wisconsin.

Whether you’re a Superintendent interested in offering PD credit for your district, or you’re a teacher interested in enrolling in the course, learn more at grow.google/GenAIforEducators .

Breazeal and Gevelber’s blog post was originally published at blog.google .

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Coursera Course Teaches Tools for Making a Difference

Prof. Teresa Chahine’s free online course, Creating Change through Social Entrepreneurship, teaches participants how to define a problem and build a solution.

Since 2018, Teresa Chahine, the Sheila and Ron ’92 B.A. Marcelo Senior Lecturer in Social Entrepreneurship, has taught Yale students how to make a difference using the tools of social entrepreneurship, whether founding a new venture or working within an existing organization. Many of the insights she shares in the classroom are now available to anyone through her new Coursera course, Creating Change through Social Entrepreneurship .

“Have you ever wondered what it would be like to create real change?” Chahine writes. “You don’t have to start your own organization to make a difference in the world. Everyone can learn the social entrepreneurship mindset and skillset to build social impact. In this course, you will immerse yourself in a social or environmental challenge you want to tackle. You’ll start by researching your topic of choice, talking to people, and ideating a potential solution that you can contribute. Then, you’ll build a business model around that solution, understanding concepts like measuring social change, ensuring financial viability, funding and pitching.”

The course includes 11 modules, teaching participants through videos, text, and quizzes how to understand a challenge by talking with the people most affected by it, designing a solution, and creating an organization to carry it out.

Other Coursera courses offered by Yale SOM faculty include The Global Financial Crisis, taught by Professor Andrew Metrick and former treasury secretary Timothy Geithner; Introduction to Negotiation, taught by Professor Barry Nalebuff; and Financial Markets and Narrative Economics, taught by Professor Robert Shiller.

Learn more about Creating Change through Social Entrepreneurship. 

Listen to Teresa Chahine’s podcast, Impact & Innovation.  

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Iowa High Schooler Writes 'Prom?' on Pet Cow to Ask Boyfriend to the Event: 'Of Course I Said Yes' (Exclusive)

"It was awesome," Wyatt Carlson tells PEOPLE of girlfriend Emma Lihs' promposal

Courtesy of Wyatt Carlson

One Iowa high school student thought of a moo-ving way to ask her boyfriend to prom .

Late last month, Emma Lihs, a junior at Bondurant-Farrar, asked her boyfriend Wyatt Carlson, a senior at Dowling Catholic, to the annual event by writing "prom?" on the side of her pet cow.

"It was awesome," Carlson tells PEOPLE of Lihs' creative promposal. "I live in the city but have always loved agriculture and livestock, and she knew that."

"I was shocked to say the least. It was awesome and of course I said yes," he adds. "Having a cow in your front yard is pretty uncommon, but always welcome."

Never miss a story — sign up for PEOPLE's free daily newsletter to stay up-to-date on the best of what PEOPLE has to offer, from celebrity news to compelling human interest stories.

According to Lihs, coming up with the idea to write "prom?" in white chalk on the side of her beloved pet cow — named Fern — was a no-brainer.

"I saw an idea of the poster on social media and decided that it definitely needed a cow to create the grand gesture," she says.

"You can say Fern and I share Wyatt. I’m pretty convinced she likes him more than me. She was totally on board to get dressed up to surprise our boyfriend," Lihs jokingly adds.

Carlson later returned the favor to his girlfriend not long after when he brought a horse to her house to ask her to prom at his school, holding up a sign that read: "I am not horsin' around this time, join this cowboy at prom!"

When the couple's events take place later this month, Carlson tells PEOPLE that he will be wearing a dark navy tuxedo with black accents and a bow tie to Lihs' prom, while she will wear a red sparkly dress with black heels.

During Lihs' prom, she will then wear a black sparkly dress and cheetah-print heels, while Carlson will be wearing all black with a cheetah-print sport coat.

Carlson tells PEOPLE that he and girlfriend Lihs met through the National FFA Organization , which is a nonprofit career and technical student organization that teaches agricultural education to middle and high schoolers.

"He was a 2023-2024 officer, and I am now a 2024-2025 district officer," Lihs says, noting: "Wyatt and I honestly just clicked right off the bat and have been loving every moment since."

"We have a common love for agriculture and growing the community," Carlson adds. "We both are outgoing and love to try new things."

As for their future plans, Carlson says he and Lihs will be continuing to focus on all things animal-related. "We will be showing cow calf together at the county fair," he tells PEOPLE.

Related Articles

Amid shortage of EMTs, a group of Chicopee high schoolers work towards certification

• Updated: Apr. 14, 2024, 6:15 p.m. |
• Published: Apr. 14, 2024, 5:58 p.m.

Students from Chicopee High and Chicopee Comprehensive High schools listen to an instructor. The students are taking an after-school course to earn EMT certifications. (Don Treeger/Republican staff) republican

• Jeanette DeForge | [email protected]

CHICOPEE — Since February, a group of high school seniors have eschewed typical after-school activities. Instead, they are learning CPR, practicing traction splints and studying techniques to strap a patient onto a backboard.

The Chicopee Public Schools’ Career and Technical Education department partnered with a local ambulance company to allow 14 students to spend the last half of their school year studying to be emergency medical technicians. By graduation, most hope to have passed the intensive test to be certified to work on an ambulance.

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Choose Your Test

Sat / act prep online guides and tips, what does a rigorous high school course load look like.

Coursework/GPA

Chances are, you've heard the phrase "rigorous course load" before. You probably even know that this is something colleges really look for in applications for admission.

So how can you ensure that your high school course load is rigorous or challenging enough? How do you balance this with getting a good GPA? How do you balance the need for rigor with your limitations, extracurricular interests, family and friends, and desire to not overwhelm yourself?

Read on for our advice on choosing between harder classes and more classes, and harder classes and better grades. We also go over how many AP classes and electives you should take.

What Does Rigorous or Challenging Mean?

First off, what does the vague word "rigor" actually mean? And why do colleges value seeing you challenge yourself?

As it turns out, exposure to a rigorous curriculum in high school is a better predictor of academic success in college than the education level of your parents is, or even your test scores, class rank, and GPA are. And the best place to show that you've been exposed to a challenging curriculum is through your transcript.

In other words, college admissions officers want your transcript to show that you are driven, hardworking, and willing to push yourself —especially since research indicates that if you have these qualities, then you're pretty likely to be a great college student!

How to Avoid Being Overwhelmed by a Rigorous Course Load

A rigorous curriculum is, at heart, a balancing act. You should take the most challenging courses that are within your ability to handle. At the same time, you should pace yourself so that you're not too overwhelmed by the challenge.

Part of showing good judgment and a mature level of self-guidance is being able to balance a hard course load with your extracurricular activities, job, friends and family, and other responsibilities. When in doubt, remember how many expressions there are for this exact situation: "Don't bite off more than you can chew," "Don't let your eyes be bigger than your stomach," etc.

Another way to think about a rigorous curriculum is to imagine your high school experience as an uphill climb. Most of the time you want to be farther up the mountain than where you were previously, hiking up steeper and steeper terrain and using everything you've learned to help you keep going.

But like all mountaineers, sometimes you need time to stop at base camp or just take a break. As long as you're mostly climbing and not mostly resting, you know you'll get to the top eventually!

More Classes or Harder Classes?

Because much of your high school course load is up to you, a classic question students often have is whether they should show more breadth or more depth. For example, if you're into science, should you take every science course available at a basic level? Or should you focus on a couple of specific subjects, such as biology or physics, and take harder honors/AP classes in them?

Based on our experience, colleges tend to favor students who've taken a few harder classes instead of a lot of easier classes. According to the National Association for College Admission Counseling's (NACAC) 2017 State of College Admission Report , 52% of schools surveyed ranked strength of curriculum as considerably important in admissions.

Your transcripts should show how you've taken full advantage of the challenges available to you at your school—but always within reason, of course. This means that you should take progressively more difficult classes in each topic each year rather than jumping from intro class to intro class.

The general idea is to show that you're intellectually prepared for college-level studying, and that you've developed a habit of guiding yourself toward increasing challenges. This demonstrates grit, resilience, perseverance, and a mature work ethic.

Better Grades or Harder Classes?

Again, definitely opt for harder classes. Most colleges say that a transcript that shows a student has taken increasingly demanding classes is more important than a transcript with a higher GPA. The NACAC survey reported that 77% of schools surveyed believe that grades in college prep courses (i.e., core classes such as English and science), as well as grades in all classes you take as a high school student, are considerably important factors in the admissions process.

But getting straight As in low-level classes, instead of trying for an honors or AP class, might suggest to colleges that you're not challenging yourself enough. It's like asking Olympic swimmer Michael Phelps to compete against 5-year-olds; colleges would rather see you get a B in an AP course than an A in a regular course.

Of course, this isn't to say that all your classes should be as challenging as possible—this goes back to the whole balance thing we talked about earlier. A D in an AP course looks a lot worse than an A in a regular course!

Still, you want to demonstrate that you're able and willing to reach slightly beyond your grasp. The best course of action, then, is to challenge yourself most in classes that reflect your specific interests. So if you're a science whiz, you might consider diving more deeply into calculus, biology, or physics. If you're into the social sciences, you can take economics and psychology at high levels, even at the expense of taking AP Physics.

You never know what might spark your passion, though, so be open to finding challenge even in those fields you aren't particularly interested in now.

Which Classes Should You Take for a Rigorous Course Load?

Now that you understand that colleges prize course difficulty over GPA, how can you decide on the courses you should take? This heavily depends on what your high school's course options and prerequisites are.

What Are My High School's Course Progressions?

Planning a rigorous curriculum should start early (think 9th or 10th grade), and it should definitely take into account the way your high school has structured your learning from grade 9 to 12.

Step 1: Meet With Your School Counselor

• Ask about requirements for graduation. Discuss possible ways you can progress through the required course load.
• Ask how many electives you can fit into your schedule. Talk also about the elective opportunities your school offers.
• Ask about prerequisites for honors, AP, and/or IB classes. Make sure you're clear on what you need to do to start taking a higher-level class than you were in before.
• Ask about the possibility of independent study. This option might make most sense after you finish a particular subject's course progression. For example, my high school offered five years of Latin (from 8th to 12th grade). A fellow Latin nerd and I took one of those years over the summer. With the help of our amazing teacher, we created a Latin 6 class our senior year. This took my passion for Latin literature even further and also definitely demonstrated rigor on my transcript.

Step 2: Draw a 4-Year Chart

Now that you have much of the information you need, you can start to make a plan.

Draw a chart by dividing a piece of paper into four sections; each section represents a year of high school. Divide each of these sections into smaller rectangles, with each rectangle representing one course you'll take that year.

Pro tip: Don't draw more rectangles than the number of courses you're allowed to take per year!

First, fill in all the graduation requirements you learned about in your meeting. Be sure that you're planning to take a harder, more challenging class for each subject each year. Now, with the rectangles that are still blank, you can start gaming out electives.

To help you out, here are our in-depth articles on required and elective classes, from standard through AP:

• High school math classes
• High school English classes
• High school science classes
• High school history classes
• High school foreign language classes
• High school electives

How Many APs or IBs Should I Take?

You know what your school's course progressions are—but where do AP and IB classes fit in? And how can you know whether you're ready for these challenging classes? Read on for our tips.

Am I Ready for AP/IB Material?

There are a couple of different ways to check whether you are ready to take an AP- or IB-level high school class:

• Get an outside opinion. For example, your teacher should be able to tell you whether you'd be able to handle the work load and meet the overall academic expectations.
• If you took the PSAT or PreACT , use your scores to see where you stand. Your guidance counselor can look at these and then tell you whether he or she thinks you're ready to take AP and/or IB classes.

Where Is the Line Between Challenging and Too Much?

A good rule of thumb is to try for one to three AP classes per year of high school (probably not counting 9th grade). This kind of course load definitely shows a willingness to be challenged. 11th and 12th grade is the time to go even harder—if you think you're up to it.

For example, though I took only one AP class my freshman year and two my sophomore year, both junior and senior years I took four AP classes apiece. Sure, the added depth and breadth of what I was studying looked good on my transcript—but more importantly, it made my learning fascinating and engaging on a whole new level!

What About Electives?

Although the name makes them sound either optional or trivial, electives are nothing but. In fact, research indicates that students who take courses in the fine/performing arts often perform better in school and on standardized tests!

In a rigorous course load, electives can be the bridge between what you need to do and what you want to do. Courses such as visual art, theater, journalism, computer science, and philosophy can ultimately demonstrate your passions and interests to colleges.

Electives are also a way for you to showcase your strengths. For example, taking extra years of a foreign language or optional classes in STEM fields such as statistics or robotics lets you continue building upon your passion, while also raising your GPA and showing that you are willing to pursue rigor.

Sample Rigorous Course Schedule for Each Grade Level

By now, you should have a pretty clear idea as to what a rigorous course load is and what kinds of classes you can take to impress admissions committees. To give you an even better idea of what a possible schedule could look like, here are some sample course schedules for each grade level (from 9th to 12th grade).

Note that you do not have to follow these schedules exactly when planning what courses to take, since your school's course offerings, your state's graduation requirements, and your own interests will likely differ from what we include below. That said, feel free to use it as a rough guide for how you might want to plan your future class schedule.

The following schedule would be most appropriate for somebody who is strong in the fields of math and science, and who hopes to study one of these topics at the college level. Notice how this student uses electives to take additional science classes (e.g., marine science and computer science) and to keep up her foreign language skills.

9th Grade Course Schedule

Fall semester.

• Honors Biology
• Honors Language Arts
• Physical Education

Spring Semester

• Marine Science

10th Grade Course Schedule

• AP Chemistry
• Honors World History
• Introduction to English Composition
• Computer Science

11th Grade Course Schedule

• Honors Precalculus
• AP English Language and Composition

12th Grade Course Schedule

• AP Calculus BC
• Honors English Literature
• Honors Government
• AP Statistics

Spring Semester]

• Honors Economics

What If My High School Offers Few Rigorous Classes?

Not all high schools offer tons of challenging courses. If this is the case for you, what should you do to prove that you're indeed ready for college-level work? Here are your two best options:

Option 1: Look for Outside Options

Whether your school lacks advanced study options or lacks subjects you find especially compelling, one option is to take classes outside your school. Ask yourself the following questions:

• Does your school offer a dual enrollment program ? If so, you could take rigorous college-level courses that provide both high school and college credit.
• Do you have the opportunity to take online or summer courses? This could be a way to fill in curriculum gaps.

Option 2: Explain Your Circumstances on Your Application

College admissions offices put a tremendous amount of effort into figuring out what your high school is like when they look at your transcript.

This is why if you go to a low-performing school, it's a good idea to include in your college application a description of what was and was not available at your high school .

You should also definitely know that even the most exclusive colleges do not expect you to be able to provide coursework for yourself outside what your school offers you.

For example, Yale's admission Q&A page stresses how much they take context into account:

"We know you did not design your school's curriculum ... Different schools have different requirements that may restrict what courses you can take. Again, we only expect that you will excel in the opportunities to which you have access."

What About Life Outside My Schoolwork?

One of the qualities colleges also look for in applicants is your time-management skills.

Being able to balance your courses alongside extracurricular activities that are meaningfully sustained over time indicates that you are ready for the kind of independent work and time management necessary to succeed in college.

If you find that so much of your time is going into your school work that you're neglecting every other aspect of your life, it's time to step back and reevaluate your challenge level.

What's Next?

Ready to learn about the class progressions of different high school classes? Read our guides to choosing high school math classes , English classes , science classes , history classes , foreign language classes , and electives .

Want to start planning a more rigorous class schedule? Check out our guide to picking the right AP classes for you.

A little confused about whether the AP or IB program is right for you? Our guide spells out the differences between the two programs and gives you tips on how to choose .

Wondering if a summer class is right for you ? Explore our guides to the SIG , CTY , and Stanford EPGY programs!

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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Tennessee bill to require age-appropriate gun training in schools goes to governor’s desk

A bill to require public schools in Tennessee to teach children age-appropriate firearms safety concepts as early as pre-kindergarten is going to Gov. Bill Lee’s desk after a final Senate vote Thursday. 

Members of the Tennessee Senate passed House Bill 2882 in a party-line vote of 24 to 3 on Thursday morning. It passed the House of Representatives in February . 

If signed, school children would be taught “age-appropriate and grade-appropriate” concepts about guns beginning in the 2025-26 school year. Proponents of the safety concepts training have likened it to mandatory school fire drills. 

“This curriculum would be developed to instruct children on how to properly stay away from a firearm if they happen to see a firearm, and what to do as far as reporting if they find a firearm,” said Sen. Paul Bailey, R-Sparta. 

Republicans voted down an amendment Thursday that would have allowed parents to opt their children out of the instruction.

Training would be conducted through viewing of videos and online content. Live ammunition, live fire and live firearms would be prohibited. The bill does not specifically prohibit non-functional model weapons. 

Parameters for the curriculum, and appropriate ages for it to be taught, would be determined by the Tennessee Department of Education, the Tennessee Department of Safety and Homeland Security, and the Tennessee Wildlife Resources Agency.

Schools would be required to provide instruction on: 

• Safe storage of firearms.
• Safety relating to firearms.
• How to avoid injury if a student finds a firearm.
• Never to touch a found firearm.
• To immediately notify an adult of the location of a found firearm.

Sen. Jeff Yarbro, D-Nashville, argued Thursday that the training requirement represents a hurried effort to address the symptom of a systemic problem, and lawmakers should be doing more to address the root cause. 

“Children are already bearing an incredible brunt of the escalation that we’ve seen in gun violence – that is widely reported in our own state government’s data. Data demonstrates that children are increasingly likely to become victims of firearms in homicides, suicides, gun violence, accidental deaths,” Yarbro said. “But rather than deal with the fact that there are firearms that are negligently and recklessly left somewhere by adults, we’re trying to teach children how to deal with that negligence.”

Sen. Charlane Oliver, D-Nashville, argued the state should allow parents to opt their children out of the firearms training.

Sen. Richard Briggs, R-Knoxville, said the state does not require parental permission or allow parents to opt children out of mandatory school fire drills or active shooter drills. Briggs called the legislation "one of the most important bills we have, that could potentially save lives."

The bill requires that instruction be “viewpoint neutral on political topics, such as gun rights, gun violence, and the Second Amendment.” School districts could determine what day and time the instruction would occur. 

Bailey worked with House sponsor Rep. Chris Todd, R-Madison County – who voted against a bill last year that would have required safe storage concepts to be included in state-approved handgun safety courses. The bill , which became law despite Todd's opposition, also directed the state to provide free gun locks to Tennessee residents on request and exempted gun safes from sales tax.

The bill now awaits Gov. Lee's signature.

Vivian Jones covers state government and politics for The Tennessean. Reach her at [email protected] or on X at @vivian_e_jones.