Anonymous wrote:Two kids who were/are on this path. Attended public high school, one reason was higher level maths offered within the school vs some privates.
Here is what we did: Calc AB freshman year, Calc BC sophomore year, Multi/Linear junior year, and then AP Stats. The high school offers Multi and Linear as DE with George Mason.
They will have completed the highest maths available at the high school. The school profile sent to the colleges with the transcripts list the math offerings and show the child completed the most rigorous math classes offered. PS - one of my children were accepted CS at Cornell with highest math being multi/linear. He was also WL at Princeton.
Also here is what MIT says (https://mitadmissions.org/apply/prepare/highschool/)
Students who are well matched with MIT take the following classes in high school:
Math, through calculus
We know that not all high schools offer the chance to take all these recommended classes, and we take this into consideration when reviewing your application.
Anonymous wrote:Anonymous wrote:I am a prof at a top 10 school with a very strong engineering program (not Princeton). I advise engineering students and I can say that of the about 150+ students I have advised in the past 10 years, I have seen maybe 2-3 that have something like that math path. One from TJ (I think the only TJ advisee I have seen) and others were international. My advisees are randomly assigned to faculty so I see all types in my engineering major.
I don't think calc in 9th grade on its own is a huge bonus, as students with advanced math often even retake a more rigorous version in college. Realistically these days most students I see are "interesting" and have broad ideas and community service, and aren't necessarily academic hyperachievers like this, but that's another thread.
I do think it would be important to take math all 4 years in high school in some form and to continue to challenge yourself and of course, excel in what you do take. Your DC should do what they are excited about.
This matches what I’ve seen at our high school in terms of what students are getting accepted. Students who hyper advance are not rewarded.
Anonymous wrote:Anonymous wrote:If your kid is truly ready for AP Calc as a 9th grader, then they should not be taking both AP Calc AB and AP Calc BC -- they are way too repetitive. How are they doing in AP Precalculus this year?
I would recommend taking AP Stat in 9th, then AP Calc BC, then Multi/Lin, then a college course like Diff Eq, etc.
If you are pushing them ahead on this path to "make them stand out," then you are making a mistake.
I agree there’s no point in taking AP followed by BC, but I would caution about taking AP Stats before calculus. While college board says it’s an algebra based course essentially everything is underpinned by calculus concepts. While the material might be learned at some superficial level without calculus, I think in the end it’s a disservice to the student to go that route.
Grades and mastery of material is more important than trying to make the student stand out. If the previous classes were honors and they got easy As, next in the sequence should be Calculus BC.
It’s fine to take multivariable, linear algebra, and diff eq in high school and repeat some in college.
Anonymous wrote:I am a prof at a top 10 school with a very strong engineering program (not Princeton). I advise engineering students and I can say that of the about 150+ students I have advised in the past 10 years, I have seen maybe 2-3 that have something like that math path. One from TJ (I think the only TJ advisee I have seen) and others were international. My advisees are randomly assigned to faculty so I see all types in my engineering major.
I don't think calc in 9th grade on its own is a huge bonus, as students with advanced math often even retake a more rigorous version in college. Realistically these days most students I see are "interesting" and have broad ideas and community service, and aren't necessarily academic hyperachievers like this, but that's another thread.
I do think it would be important to take math all 4 years in high school in some form and to continue to challenge yourself and of course, excel in what you do take. Your DC should do what they are excited about.
Anonymous wrote:For Princeton, it looks like initial numbers might have been off. 25% of students took something beyond Calculus BC.
So if track is correct, 9th Calc AB, 10 Calc BC, 11 Multivariable at local college, 12 Linear algebra/diff equations at local college
At high school AP Stats 11th or 12th
Anonymous wrote:If your kid is truly ready for AP Calc as a 9th grader, then they should not be taking both AP Calc AB and AP Calc BC -- they are way too repetitive. How are they doing in AP Precalculus this year?
I would recommend taking AP Stat in 9th, then AP Calc BC, then Multi/Lin, then a college course like Diff Eq, etc.
If you are pushing them ahead on this path to "make them stand out," then you are making a mistake.
Anonymous wrote:DC will be taking AP Calc as 9th grader. They plans on taking AP stats at the high school, then continute to take higher math classes at the CC for 11th and 12th grade. I remember seeing that 1/3 of Princeton students took a similar path.
The upside is hopefully stand out for top colleges.
The downside is taking classes off campus and not in high school enviroment.
Is the net result that a student stands out enough that it worth the detriment?
Anonymous wrote:It goes without saying that taking the class at a more traditional year (jr or sr) and getting an A is better than accelerating and not getting an A.
My kid too BC as soph, stats as jr and multi and linear algebra for DE. At top 5 for CS.
If your school doesn’t offer post-AP, I don’t think you get dinged for taking Stats one year (or the order you take it).