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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Did anyone’s school max out at AB or BC and take multivariable elsewhere, maybe during the Summer? DC’s school is smaller, and I think they just don’t have enough students to support a course. Thank you for any information.[/quote]

It doesn’t directly answer your question, but even if your school’s last calculus class is BC, they might offer additional math courses of value.  AP Stats is a good example.  Or maybe a course on mathematical reasoning that focuses on proofs.  More calculus beyond BC isn’t the only attractive strategy, in other words.  [/quote]

DP with a similar question. DC is taking BC in 11th grade at a private school next year.  DC has a nearly perfect grade in advanced precalculus, so I'm hoping that BC will be a healthy/successful challenge.

The school offers linear algebra as the only post-calculus "track" class. Also AP Stats is an option.  While linear would probably be considered the highest available math for AO box checking, I suspect that AP Stats would be more practical.

I don't think there would be room for both classes in DC's schedule and summer isn't an available option.  DC really likes math and has intermediate python skills.

What am I missing? What are the practical applications of linear algebra? Thanks.

[/quote]

Linear algebra is very relevant to engineering, physics, and even theoretical CS. However, I would probably steer my child towards AP Stats in your situation. It’s more likely to be a standardized curriculum that counts for placement in college. And stats is helpful for CS, data science, research opportunities, and so forth.[/quote]AP stats is useless for placement; the meaningful statistics classes are calculus-based. AP stats typically transfers in as the easiest applied/business stats class.[/quote]

This is an interesting point. [b] I recall reading somewhere that STEM kids often repeat core math classes at the most rigorous schools to ensure a solid foundation (vs taking the AP credits). [/b] DC is definitely the most excited about math and science courses but hasn't decided for sure that engineering is the trajectory.

Put another way, if DC will be taking linear and calculus-based stats in college, which course would be the better high school foundation in your view?

Thank you for your insights!
[/quote]

False. Ivies/etc discourage retaking if ready to move on, because if one is ready to move on, staying in the intro calc will not serve the students well who need to be there: it makes curving too hard. This is what the advisory deans tell the freshman in course planning. Many ivies/tops have placement tests, and the top kids, especially Stem kids,  start post-BC calc. Ivies and the like have very rigorous Calculus, that goes beyond AP, but the better high schools teach beyond the AP and the kids can get an A in college math not repeating BC calc. 
Also, APs are not a box to check, no AO counts the AP total; rigor matters. Linear Algebra is much more rigorous on the transcript than AP stats. Mine is an engineer at an ivy and uses Linear Algebra all the time. They were glad they had it in high school, the college class far surpassed it but it was nice to have an introduction to it. Their prep school did not allow AP stats after BC unless it was alongside MV or LA or DEq, because [b]they said it is not favorable on the transcript as the only math when one is already levels past it[/b]. Most mathy students take it in 9th or 10th there, as an elective /second math. Granted this is a top caliber high school and compared to ivy friends, not all come in with that same top level of preparation. Some had 5s on BC and did not pass placement, so starting in one of the intro calcs was the right challenge for them.[/quote]

Our top caliber HS had no such concern with students taking AP Stats after BC. It sounds like your child ended up taking LA twice, once in HS and again in college. That's fine but some students might prefer not repeating coursework and also getting a sense of what stats has to offer before settling on a major (or even a school). A college counselor who compares calc progression to stats is comparing apples and oranges. They are different tracks, and calc students don’t see stats in their calc courses. Sure, if a student has already seen AP Stats by the time they finish BC they should try MV or LA if available, but that wasn’t the question. Stats is very broadly applicable and people educated 30 years ago don’t always appreciate the extent to which it is now finding new and important applications. If the high school LA or MV class were known to count for placement out of those courses in college, it would be a tougher choice. But a HS stats class that places a student out of introductory stats is going to be a more efficient use of time than a LA or MV class that doesn’t if the student wants to explore stats in college, which the prior poster indicated. Historically engineering hasn’t seen the relevance of stats, but there are new fields and it’s becoming more common for students to enter college with exposure to both calc and stats. [/quote]

LA in high school, which was a from a 4yr college curriculum(just not a top college) covered less than 1/3 of the topics covered in the semester at the ivy, which includes DEq and more depth on topics. A large percent of Engineering students have exposure to LA (and MV). The ones that do not are at a mild disadvantage, as the first few weeks are all new rather than a review. People underestimate how common LA and MV are in high school in the US, nevermind internationals who make a significant contribution to the Engineering cohorts at Top10s. They all have had LA and MV. I stand by the recommendation to take LA. [/quote]

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