How much of a benchmark is Calculus?

[Anonymous]

If she’s in a competitive state like California Texas or New York, she should take calculus even if not offered.

[Anonymous]

Anonymous wrote:What yr is she in now? She doesn’t sound like a strong math student so doubling up wouldn’t be a good idea. The only summer class I think is doable is geometry. If she can do that- I think it would be a good idea.

Most summer programs are not taught very well. I would not have her double up if she isn’t strong enough at math to be on that track already. She will be fine if she takes AP Calculus senior year.

[Anonymous]

Yes, she should take geometry and algebra 2 next year (sophomore year)

[Anonymous]

Anonymous wrote:

Anonymous wrote:Rising sophomore.

I think she has gotten As in Math but that the schools she has attended didn't push any acceleration and neither did the parents.

But, yes, I am concerned about two core classes instead of one and an elective.

If you are looking to go to a T20 university or LAC top performance she will be evaluated in the context of what she has available at her school. I top students at her school finish with Calc in their senior year she should do so as well. However, schools will also look at what was available to her. If she came from a middle school that did not provide sufficient math education and her HS did not provide opportunities to accelerate it typically will no be held against her outside of the very top schools.

OP here. Thanks!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Rising sophomore.

I think she has gotten As in Math but that the schools she has attended didn't push any acceleration and neither did the parents.

But, yes, I am concerned about two core classes instead of one and an elective.

Am I right that this means she took Algebra 1 this past year in 9th, plans to take Geometry in 10th, Algebra 2 in 11th, and AP Pre-Calc in 12th?

If so, would she be willing to take Geometry this summer? Like, for real - via a state-approved course, not self-study. Assuming she passes the assessments/state requirements at the end, I assume her school would allows her to jump to Algebra 2 sophomore year, then Pre-Calc, then Calc.

The other idea would be to take that real, state-approved course this summer, not report it for a grade or credit, but learn as much as possible in order to have an easier time when doubling up on Geometry and Algebra 2 next year.

DD has a friend who doubled these classes in 10th, and she says she regrets it because it was too much work. But if she had a rigorous summer preview of Geometry, my guess is it wouldn’t have felt so burdensome.

TY! I actually made the same suggestion.

[Anonymous]

Anonymous wrote:My sense is that the further down you go in terms of selectivity, the less likely it is to matter.

But like many other choices re high school courses and ECs, this is a question of trade-offs and risk tolerance. Will Davidson hold it against her as a humanities major? Probably not. But maybe they will. How does she feel about taking that risk? What would it cost her to reduce that risk by doubling up? How does she feel about that?

If you’re mentoring her about college, I think this is a great topic to introduce. The hard truth is that there are few clear answers and minimal certainty about how her choices now will actually impact her results in a few years.

But in the end, it’s HER life, and I think it’s appropriate for high school students to take ownership and think about these things in an active way. It’s not easy. In our case, our DD would much prefer certainty. But the conversations about it re various decisions have helped her feel more empowered and engaged with her academic and EC choices. Sometimes she chooses the better-safe-than-sorry approach, sometimes she doesn’t. But she’s grown tremendously as a result of the process!

Thanks for the thoughtful answer. I think, though, that certainty is hard to predict too. As others have said, doubling up can be a lot. What if the grades go down because of it?

But, yes, I appreciate the point that this is a good conversation to have and that the student needs to take ownership.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am helping a niece with her high school course selection and future college prep. She is in another state. If she continues the math progression she is on, she will end up senior year with AP Pre-Calculus.

My kids are older and all ended with Calculus + but just by following the standard, or relatively common, progression. I wonder if she will be at a big disadvantage -- and so does she. She is asking if should she double up with math classes so that she does end up with Calculus senior year?

This is a good student, good grades, and activities, but won't be shooting for Ivies or the strongest SLACs. More like the next level LACs?

Does the hive mind think PreCalculus is fine, assuming non-stem major? Or should she double up?

TIA!

Does the school have honors math courses? (AP Precalculus is not an honors class, unless the school adds on an additional honors component beyond the base AP curriculum, which is half a course, by design.)

Does your school have honors/advanced courses in other subjects?

Does she have standardizes test scores? Serous hobbies?

Is she overcoming personal adversity at home?

In other words, besides serving your own ego, what makes her a mathc for the schools you imagine a match for her?

OP here. Half a course? How is this true? Maybe my kids' highschool added "an additional honors component"?

For the record, I have no desire for her to go to any particular school. None whatsoever. I know what she is aiming for because we have discussed it. Yes, serious hobbies. No, no major personal adversity. Why does she view the particular schools as a match? Probably some combination of having gotten good grades and where neighbors and family members have gone to school. That does not mean she'll get in of course, nor that she made all the best/most rigorous choices in middle school. I am trying to support what she wants and also help her be realistic about the effect of decisions.

Thanks to all who answered. Extremely helpful.