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College & Careers

A guide to earning college credit while in high school.

The paths include Dual Enrollment, Advanced Placement and International Baccalaureate. Each has benefits and challenges.

May 8, 2023.

Emma Gallegos

An increasing number of students in California are graduating from high school with college credits under their belt. The main three ways to do this are through Advanced Placement courses, dual enrollment or International Baccalaureate.

This guide aims to give high school students and their families an overview of college-level coursework in California for young students and how it could affect them in college and their career.

Please click below questions to view text.

What is the purpose of earning college credit early?

The main reason students take college-level coursework during high school (and sometimes middle school) is to get a jump on college credits.

Even a handful of college credits earned in high school can save valuable time and tuition dollars later on. This means potentially earning a bachelor’s degree much faster, enabling students to begin their careers and start earning sooner.

Many dual enrollment programs will enable students to graduate with a full associate’s degree as a high school student. That allows students to begin college as juniors. The rise of the community college baccalaureate has opened up the possibility of graduating from college one year after high school graduation. Students at McFarland High can graduate with a bachelor’s degree in industrial automation from Bakersfield College just one year after high school .

Coming into college with credit could also give students flexibility to take on other opportunities they might not otherwise have had time for, such as an internship or study abroad program.

Some students take these courses to burnish their college applications. Taking college-level courses demonstrates to selective college admissions offices that a student is ready for the intellectual rigor of college. Some college-level courses taken through high school are given extra weight, which can boost a student’s grade point average and class ranking.

Many advocates see these courses as a way to encourage college attendance among students who may not be college-bound, such as first-generation college students. Exposure to college-level coursework can help students develop the study habits and critical thinking key for success in college.

“It helps them to build confidence, and I think that that’s really key,” said Michelle Whittingham, Associate Vice Chancellor and Interim Director of Undergraduate Admissions for UC Santa Cruz. “Because sometimes students, for many different reasons, aren’t sure if they’re college material.”

What is dual enrollment?

This simply means that a high school student is enrolled in a college course. Most dually enrolled students in California take courses through local community colleges, though some four-year colleges and universities also allow high school students to enroll.

In 2015, California made an effort to expand dual enrollment options to students who may not be high-achievers or who are historically underrepresented in college. College and Career Access Pathways (CCAP) makes it easier for students to take courses on their high school campus, either during the regular school day or after school.

Many offerings count toward general education credits required for a bachelor’s degree. However, many dual enrollment programs in California also include career training in areas, such as health care, computer technology or education. This aims to give students entry into a career after high school or a headstart in college.

Dual enrollment, because it is an actual college course, does not count toward that minimum amount of time students are required to spend each day in high school. That limits the number of courses a high school student can take. Students at early college and middle college high schools are exempt from this, enabling students to enroll in more college courses.

What is Advanced Placement?

Since the 1950s, the nonprofit College Board has operated college-level curriculum and exams for high school students. The offerings today include 38 Advanced Placement (AP) courses that typically cover the span of introductory-level liberal arts courses, including art, history, math, science, economics, political science, language and literature courses.

Students enrolled in Advanced Placement courses aiming for college credit take a final course exam in May. Students are graded on a scale of 1 to 5. A 3 or higher is considered a passing score for which many colleges grant credit. Pass rates last year varied from 48.6% in U.S. Government and Politics to 86.6% in 2-D Art and Design.

What is the International Baccalaureate?

As its name suggests, the International Baccalaureate is a program offered and accepted in countries all over the world. Its curriculum ranges from early education through high school.

The capstone is the IB Diploma Programme for upperclassmen in high school. One requirement is passing courses in six subject areas that include art, science, language, literature, mathematics and social science. Passing requires a final examination, and exam scores are what may earn a student college credit. The highest score on an IB test is 7, and 5 is considered a passing grade.

How does a student earn college credit?

Students in dual enrollment courses receive credit the same way any other college student does: by completing the coursework, which may include assignments, quizzes and tests. Passing a course requires at least a C.

However, credit for AP or IB courses hinges entirely on how well a student performs on a single — and what some students see as high-pressure — exam. Some AP students pass their coursework but fail the exam, receiving no college credit.

Which is the best option?

Admissions officers generally don’t prefer one kind of course.

“The key for us is that students are challenging themselves within the opportunities they have available,” said Whittingham.

A student whose school offers little or no college-level courses won’t be disqualified for what they couldn’t take.

Scheduling is a consideration. Dual enrollment courses aren’t always offered during the regular school day, which can make it tough for students with after school commitments, such as sports, a job or caregiving duties. An AP or IB course might be offered during a time that conflicts with a student’s favorite elective.

Admissions officers consider this, too. The measure of a student isn’t simply their academics, but their passions, their extracurriculars and the unique challenges they face in life, said Whittingham.

Some students like the intensity of test-centric AP courses. Others prefer dual enrollment courses, so that their college credit is not completely determined by one test in May.

Do I need to come into college with credit?

An increasing emphasis on getting college credit early and graduating from college early might worry those who are entering college with no credits.

“I never want the student to worry,” Whittingham said. “They can be a senior or junior and not have any dual credit and that’s OK.”

Will my college or university accept this credit?

That depends largely on which college or university a student plans to attend and what they plan to major in. The only way to know for sure is to reach out to an individual college or university.

But for the vast majority of California students, the answer is yes. Community colleges, CSUs and UCs all accept passing AP scores of 3 and better, IB scores and dual enrollment college credit. These are the schools that approximately 85% of college-going California high school students attend . Most out-of-state schools and many private institutions give credit for these scores or courses as well.

Some selective universities cap the credit obtained ahead of their undergraduate education. Stanford, for example, caps credit for incoming freshmen at the equivalent of one year. A few highly selective universities, such Caltech , do not accept any of these programs’ credit at all. However, these elite schools prefer candidates who have taken the most rigorous coursework offered by their high school, which are typically dual enrollment, AP or IB courses.

Will this class count for high school credit?

This depends on the high school. Generally, students taking AP or IB courses receive credit in high school, and it counts toward their GPA. Many dual enrollment courses — especially those taken during the regular school day — count toward high school credit and grades.

How will these courses affect my GPA?

Many high schools will weigh college-level courses with an extra point. Even if a high school doesn’t, a college or university might. UC will award an extra point up to eight courses for AP, IB or dual enrollment courses. CSU will do the same .

Who teaches the course?

Typically, high school teachers teach AP or IB courses.

Dual enrollment courses in California work differently. These courses must be taught by instructors who meet the minimum requirements in their field of study set by the state . Typically, this is a master’s degree in that particular discipline, though in career and technical education, several years of experience in the field of study may be sufficient.

Many college professors, particularly part-time adjunct faculty members, teach these courses. Some high school teachers may be qualified to teach these programs, but many do not.

Expanding the pool of instructors will require “upskilling” high school teachers. There are efforts in the Central Valley to support high school English and math teachers getting a master’s degree.

Can students who are homeschooled or studying independently get college credit?

Students can self-study for AP exams, which makes AP a good option for those who are homeschooled or otherwise independently studying.

IB is currently rolling out an option for students to take courses toward the IB Diploma Programme online, which opens the courses up to students who are not enrolled in an IB-certified school.

Whittingham said UC Scout is an underutilized option for high school students who can’t find the high school class they’re looking for in their own local schools. UC Scout offers remote options for A-G options that are free to public school students. It includes AP courses.

How much does it cost?

Dual enrollment courses taken through a high school are generally free to students: covering the cost of tuition, fees and even books and other materials required for courses.

The College Board currently charges $97 per AP test and reduces the fees for low-income students to $53. School districts in California may also use local control funds to pay test fees for its students.

IB charges schools $119 per exam , and schools can choose whether to pass those fees along to students.

What is available for me?

Offerings vary widely by region. The best way to learn about options is to reach out to a high school counselor or a local college or university.

Who is eligible to take these courses?

Theoretically, any high school student who is ready to do the hard work that comes with college-level courses should be eligible. There are options for students in continuation schools, juvenile detention and adult schools.

High school counselors may dissuade students from taking coursework if they feel a student is not academically prepared or emotionally mature. At some schools, college-level courses may be reserved for students who are on an honors track and college-bound.

The expansion of dual enrollment courses on high school campuses is intended to open up college-level coursework to students beyond high achievers.

In practice, some dual enrollment courses or pathways can be extremely competitive, and some types of students may be dissuaded from taking these courses. An EdSource analysis found that Black and Latino students were underrepresented in dual enrollment courses in most college districts.

Some high schools reserve slots for students who do not have high GPAs. Middle College High School in San Bernardino keeps 80% of its slots available to students with GPAs between 1.89 and 3.49. Some schools set minimum requirements and hold lotteries for all eligible students to keep access equitable.

When is it time for a student to start thinking about college-level courses?

Particularly precocious middle school students can take college-level courses, but so can high school seniors who hadn’t given the idea any thought until their final year.

Many college-level courses can be taken without prerequisites.

However, some dual enrollment pathways begin in a student’s freshman year. Students who are interested may have to apply as early as middle school.

Some of these courses build on skills that begin as early as middle school. This is especially true for subjects such as math that require taking a sequence of courses. Taking calculus, for instance, requires that students have taken algebra, geometry and pre-calculus.

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Tinamarie DeStefans 3 days ago 3 days ago

Hypothetically what is the highest number of College credits a high student could acquire by high school graduation?

Keith 3 months ago 3 months ago

So just forget about college course prerequisites for ninth graders? When I was in high school no college credit courses were offered.

I don’t care what you say about AP tests. College courses have prerequisites, one is that you have to be a high school graduate.

Tim Taylor 1 year ago 1 year ago

Great resource Emma…thanks so much for this!

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Head of Counselor Success and Former Admissions Officer (Brown University)

Table of contents, all the high school classes, here in one place, the complete list of high school classes, advanced placement (ap) high school classes, creating your unique curriculum with the high school classes available.

• Honors & AP Courses Take Your High School Classes to a Higher Level

How To Survive High School Classes

How are ap classes different from regular high school classes, faqs about high school classes, challenge yourself with the right high school classes.

Stay up-to-date on the latest research and college admissions trends with our blog team.

Planning your high school course load? Our blog presents a complete list of all high school classes to help you map your academic journey. We cover a wide range of subjects, including mathematics, sciences, humanities, and electives, providing valuable insights into each course’s benefits and relevance. Discover how to create a well-rounded transcript that showcases your strengths and interests. Whether you’re aiming for a specific college or exploring your passions, our blog will guide you in selecting the right combination of high school classes to maximize your educational experience and prepare for future success.

Read: 40 Incredible Research Opportunities for High School Students .

The high school courses you choose for your academic curriculum can bring out the best in you, especially if you choose the subjects wisely. To help you out, we have procured a complete list of classes available at all high schools across the United States.

Computer Science/Information Technology

• App development
• Audio Production
• Computer programming
• Computer Repair
• Film production
• Graphic design
• Media technology
• Music Production
• Video game development
• Web programming
• Word processing

Explore 19 Computer Science Research Opportunities for High School Students .

• American literature
• British Literature
• Contemporary literature
• Creative writing
• Communication skills
• English language and composition
• English literature and composition
• Literary analysis
• Modern literature
• Popular literature
• Technical writing
• Works of Shakespeare
• World literature
• Written and oral communication
• Business law
• Business management
• Consumer education
• Entrepreneurial skills
• Introduction to business
• Personal Finance

Family and Consumer Science

• Chemistry of foods
• CPR training
• Culinary arts
• Early childhood development
• Early childhood education
• Family studies
• Fashion and retail merchandising
• Fashion Construction
• Home economics
• Interior design
• Computer math
• Consumer math
• Fundamentals of math
• Integrated math
• Math applications
• Multivariable calculus
• Practical math
• Pre-algebra
• Pre-calculus
• Probability
• Quantitative literacy
• Trigonometry

Foreign Language

• American Sign Language
• Ancient Greek

Performing Arts

• Concert band
• Marching band
• Music theory
• Theater technology
• World music
• Agriculture
• Earth science
• Electronics
• Environmental science
• Environmental studies
• Forensic science
• Marine biology
• Oceanography
• Physical science

Physical Education

• Lifeguard training
• Racket sports
• Specialized sports
• Weight training

Visual Arts

• Art history
• Digital media
• Jewelry design
• Photography
• Printmaking

Social Studies

• Cultural anthropology
• Current events
• European history
• Global studies
• Human geography
• International relations
• Macroeconomics
• Microeconomics
• Modern world studies
• Physical anthropology
• Political Studies
• Religious studies
• US Government
• Women’s studies
• World History
• World Politics
• World religions

Vocational Education

• Auto body repair
• Auto mechanics
• Building Construction
• Computer-aided drafting
• Cosmetology
• Criminal justice
• Driver education
• FFA (Future Farmers of America)
• Fire Science
• Heating and cooling systems
• Hospitality and tourism
• JROTC (Junior Reserve Officers’ Training Corps)
• Metalworking
• Production technology
• Refrigeration fundamentals
• Woodworking

The list of high school classes is currently being offered by various schools all over the nation. Therefore, it would be wise to look at these high school courses if you consider college admissions in the future. This will assist you in identifying the subjects that will best showcase your abilities and enable you to accomplish your life’s goals.

AP high school courses are also necessary, especially for senior high school students getting ready for college. If you’re looking to get into the school of your choice, impress them by taking AP exams.

Even though the test won’t affect your chances of getting admitted, the score can give you a boost and tons of other benefits. Some of these include scholarships, college credits, and being academically competitive.

Below is the complete list of AP high school classes you can take:

AP Capstones

• AP Research
• AP English Language and Composition
• AP English Literature and Composition

History & Social Science

• AP Comparative government and politics
• AP European history
• AP Human Geography
• AP Macroeconomics
• AP Microeconomics
• AP Psychology
• AP United States Government and Politics
• AP United States History
• AP World History
• Math & Computer Science
• AP Calculus AB
• AP Calculus BC
• AP Computer Science A
• AP Computer Science Principles
• AP Statistics
• AP Art history
• AP Music theory
• AP Studio art: 2-D design
• AP Studio art: 3-D design
• AP Studio art: drawing

World Languages and Cultures

• AP Chinese Language and Culture
• AP French Language and Culture
• AP German Language and Culture
• AP Italian Language and Culture
• AP Japanese Language and Culture
• AP Spanish Language and Culture
• AP Spanish Literature and Culture
• AP Chemistry
• AP Environmental Science
• AP Physics C: Electricity and Magnetism
• AP Physics 1: Algebra-Based
• AP Physics 2: Algebra-Based

There’s no right or wrong in terms of choosing high school courses for your curriculum. It depends on your preference, such as what you want to learn and your passion. However, remember that colleges and universities will always seek students who are competitive in their academic performance.

Explore: 40 Internships for High School Students

If you want a bigger chance of getting into your dream college, you should take certain high school classes that your target school will want to see on your transcript. Some examples of high school courses are English, Math, Science, Social Studies, Foreign Languages, Arts, and Advanced College Courses.

Most high school students take electives , or classes they can take outside their regular curriculum. These subjects can help you become one step ahead when you apply for college.

What if Your School Has Limited High School Classes?

Not all high schools will offer the list of high school classes above. There are many circumstances where schools have to pick and choose the subjects they can offer for many reasons. Some examples of why school district offerings differ are the need for more funding and more resources, a shortage of counseling staff, and even low student interest.

So even if your school doesn’t have the subjects you want, you can still try to choose the high school classes available that interest you. After that, take the rest at a local community college for independent study purposes.

In addition, you don’t need to worry if your high school only has limited courses. Suppose you couldn’t select an elective or AP course because your school doesn’t have it. While some colleges require high school electives, others don’t. However, one thing remains true: colleges find core high school classes more important than electives. Focus on maintaining a good GPA and demonstrate your strengths outside the classroom as well.

Honors & AP Courses Take Your High School Classes to a Higher Level

Tons of high school classes are challenging and require much preparation. But the best thing about it is that it gives you more opportunities when you apply for college. It also prepares you for challenges as you enter your chosen college or university.

Taking AP high school courses and honors will give you the boost you need, and these are what admission officers will want to see when you apply. Furthermore, they are more interesting subjects and provide more in-depth knowledge. Some benefits include the following:

A Different Approach Academically

Honors classes are designed to cover the same classes as your core ones. But they’re much deeper and more expansive. On the other hand, AP courses are designed to prepare students for college since these are high school courses that develop their skills, which will be used once they reach this stage.  But both honors and AP courses can introduce you to a new world where you find new ideas and exciting topics. You will likely find your passion, which may become your primary skill as you find your career.

Build Valuable Skills

If you want to succeed in college, you must have the skills to become a great student. Honors and AP high school courses can give you the necessary skills that are useful once you start college. Some of these skills are the following:

• Self-management skills
• Assertiveness
• Collaboration skills
• Critical-thinking skills
• Independent work skills
• Creative thinking

Look for ways to hone and showcase these skills through your academic work!

Preparation for College

Colleges love it when you take extra steps to prove your worth as you take more AP high school classes and honors. The level of courses you take is one of the first things the admission officers are looking for.

Furthermore, AP exams, honors, and even IB programs can give you college credits. It shows that you’re competitive when it comes to your academic achievements, and this is what makes you stand out when you apply for college.

Here are some valuable tips that will make your high school journey a smoother and more rewarding experience.

1. Stay Organized:

One of the keys to success in high school is staying organized. Use a planner or digital tools to keep track of assignments, due dates, and important deadlines. Create a study schedule that allows you to allocate time for each subject and manage your workload effectively. By staying organized, you can avoid last-minute cramming and reduce stress levels.

2. Develop Effective Study Habits: 

Developing effective study habits is crucial for academic success. Find a study environment that suits your needs, whether it’s a quiet room at home or a local library. Break your study sessions into manageable chunks and use active learning techniques such as summarizing information, creating flashcards, or teaching the material to someone else. Regular review and practice will reinforce your understanding and improve your performance in class.

3. Actively Participate in Class: 

Actively participating in class can greatly enhance your learning experience. Be attentive, take notes, and ask questions to clarify any doubts. Engage in classroom discussions and contribute your ideas and perspectives. Active participation not only helps you grasp the material better but also shows your teachers that you are invested in your education.

4. Seek Help When Needed: 

Don’t hesitate to seek help when you are struggling with a subject or concept. Reach out to your teachers for clarification or additional guidance. Many teachers offer office hours or after-school tutoring sessions. Additionally, consider forming study groups with classmates where you can collaborate and learn from one another. Seeking help early can prevent difficulties from escalating and ensure that you stay on track academically.

5. Manage Your Time Wisely: 

Time management is essential for balancing academics, extracurricular activities, and personal commitments. Prioritize your tasks and allocate time for studying, completing assignments, and participating in activities you enjoy. Avoid procrastination by breaking down larger tasks into smaller, more manageable steps. Learning to manage your time effectively will reduce stress and enable you to excel in your high school classes.

6. Take Care of Your Well-being: 

Your well-being is paramount to your success in high school. Ensure you get enough sleep, eat nutritious meals, and engage in regular physical activity. Take breaks and engage in activities you enjoy to reduce stress and rejuvenate your mind. Remember, a healthy body and mind contribute to improved focus, concentration, and overall academic performance.

7. Develop Strong Relationships: 

Building positive relationships with your peers and teachers can contribute to your high school success. Collaborate with classmates on group projects, participate in extracurricular activities, and join clubs or organizations that align with your interests. Developing these relationships not only enhances your high school experience but also creates a support system that can provide encouragement and assistance when needed.

Surviving and thriving in your high school classes requires a combination of organization, effective study habits, active participation, seeking help when needed, managing your time wisely, taking care of your well-being, and developing strong relationships. By implementing these strategies, you can navigate your high school journey with confidence and achieve academic success. Remember, high school is a time of growth and discovery, so embrace the challenges and opportunities that come your way.

AP classes can positively impact your high school experience.

1.College-Level Rigor:

AP classes are designed to mirror the content and rigor of introductory college courses. By enrolling in AP classes, you expose yourself to more challenging material and develop critical thinking skills required for higher education. The depth and breadth of AP coursework prepare you for the academic demands of college, enabling a smoother transition from high school to higher education.

2. College Credit and Placement: 

One of the significant benefits of AP classes is the opportunity to earn college credit and advanced placement. Many colleges and universities offer credit or advanced placement for AP scores of 3 or higher on AP exams. Earning college credit can save you time and money by allowing you to bypass introductory courses and delve into higher-level coursework sooner. It can also provide flexibility in your college schedule, enabling you to explore additional subjects or take on a double major.

3. Competitive Advantage in College Admissions: 

Admissions officers recognize the rigor of AP coursework and value students who challenge themselves academically. Taking AP classes demonstrates your commitment to academic excellence and your readiness to tackle college-level material. It can give your college applications a competitive edge and showcase your ability to handle rigorous coursework.

4. Enhanced Critical Thinking and Problem-Solving Skills: 

AP classes emphasize critical thinking, analysis, and problem-solving skills. The challenging coursework encourages you to think deeply, analyze complex concepts, and develop effective problem-solving strategies. These skills are not only valuable for college success but also for personal and professional growth in any field you choose to pursue.

5. Subject-Specific Mastery:

AP classes allow you to delve deeply into subjects you are passionate about. Whether it’s English, mathematics, science, history, or a foreign language, AP classes offer a comprehensive curriculum that covers advanced topics and encourages in-depth understanding. This mastery of subject-specific knowledge can contribute to your overall intellectual development and provide a solid foundation for future studies or career aspirations.

6. Personal Growth and Confidence: 

Successfully completing AP classes requires dedication, discipline, and perseverance. Engaging in rigorous coursework and overcoming academic challenges can boost your confidence and self-belief. It instills a growth mindset and demonstrates that you are capable of taking on difficult tasks and achieving success through hard work and determination.

7. Broadened Horizons and Intellectual Curiosity: 

AP classes expose you to a wider range of subjects and perspectives, fostering intellectual curiosity and broadening your horizons. These courses encourage exploration, critical analysis, and a deeper understanding of the world around you. This broader perspective enhances your overall educational experience and encourages a lifelong love of learning.

AP high school classes offer numerous advantages, including college-level rigor, potential college credit and placement, a competitive advantage in college admissions, enhanced critical thinking skills, subject-specific mastery, personal growth and confidence, and broadened horizons. By challenging yourself academically and engaging in AP coursework, you can excel in high school, prepare for college, and lay a solid foundation for future academic and career success. Consider the benefits of AP classes and the subjects that align with your interests and goals as you make informed decisions about your high school curriculum.

How Many Classes Are There In High School?

The number of classes or courses offered in high school can vary widely depending on the school district, state curriculum requirements, and student interests. However, a typical high school curriculum includes core subjects required for graduation as well as elective courses that students can choose based on their interests and career goals.

Video: High School Subjects – math, English, science, social studies

What Are Science Subjects In High School?

High schools often require students to complete a certain number of science credits to graduate, which typically includes a combination of courses from a wide range of subjects. Many high schools also offer Advanced Placement (AP) courses in various sciences, which allow students to earn college credit and delve deeper into specific areas of science.

What Classes Should I Take In High School?

What classes are required in high school.

The classes required in high school can vary based on the specific graduation requirements set by the school district or state education department. However, there are generally common core subjects and sometimes additional requirements or recommendations. 

As a student or a parent thinking about the future, it’s best to prepare yourself for what’s to come. Life can be very stressful already, especially when considering taking elective classes your school doesn’t offer.

Video: The First Day of High School: Establishing Classroom Expectations and Building Relationships

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High School Course Requirements for College Admissions

Learn What Core Courses You Need to Get into College

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While admissions standards vary greatly from one school to another, nearly all colleges and universities will be looking to see that applicants have completed a standard core curriculum. As you choose classes in high school, these core courses should always get top priority. Students without these classes may be automatically disqualified for admission (even at open-admissions colleges), or they may be admitted provisionally and need to take remedial courses to gain an appropriate level of college readiness.

Standard Requirements for College

You'll want to check the specific requirements of the colleges to which you are applying, but schools will typically want to see you have completed the following:

Keep in mind that the  required  courses for admission differ from the  recommended  courses. At selective colleges and universities , additional years of math, science, and language will be necessary for you to be a competitive applicant.

High School and College Admission Requirements

When colleges calculate your GPA for admissions purposes, they will often ignore the GPA on your transcript and focus solely on your grades in these core subject areas. Grades for physical education, music ensembles, and other non-core courses are not as useful for predicting your level of college readiness as these core courses. This doesn't mean that electives aren't important, as colleges do want to see that you have a breadth of interests and experiences, but they simply don't provide a good window into an applicant's ability to handle rigorous college courses.

Core course requirements vary from state to state, and many of the more selective colleges will want to see a strong high school academic record  that goes well beyond the core. Advanced Placement, IB, and Honors courses are a must to be competitive at the most selective colleges. In most cases, the strongest applicants to highly selective colleges will have four years of math (including calculus), four years of science, and four years of a foreign language.

If your high school doesn't offer advanced language courses or calculus, the admissions folks will typically learn this from your counselor's report, and this won't be held against you. The admissions folks want to see that you have taken the most challenging courses available to you. High schools vary significantly in the types of challenging courses they can provide. 

Note that many colleges with holistic admissions do not have specific course requirements for admission. The Yale University admissions website, as an example, states, "Yale does not have any specific entrance requirements (for example, there is no foreign language requirement for admission to Yale). But we do look for students who have taken a balanced set of the rigorous classes available to them. Generally speaking, you should try to take courses each year in English, science, math, the social sciences, and foreign language."

That said, students without a basic core curriculum would have a hard time gaining entrance to one of the Ivy League schools . Colleges want to admit students who will succeed, and applicants without proper core courses in high school often struggle in college.

Sample College Requirements for Admissions

The table below shows minimum course recommendations for a sampling of different types of selective colleges. Always keep in mind that the "minimum" simply means you won't be disqualified immediately. The strongest applicants typically exceed the minimum requirements.

In general, it isn't difficult to meet these requirements if you put in a little effort as you plan your high school courses with your guidance counselor . The bigger challenge is for students applying to highly selective schools that want to see high school coursework that goes well beyond minimum core requirements.

Always keep in mind that your high school record is the most important part of your college application. When selecting classes, you may be handicapping yourself on the college admissions front if you take the easy path.

"Advice on Selecting High School Courses." Yale University, 2019.

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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

Are you completing Advanced Placement or International Baccalaureate exams in high school? If so, review how your exam scores can translate to college credit at Ohio State and apply to a degree in the College of Engineering.

AP Exam Recommendations : Since engineering is based on principles in calculus, physics, chemistry and computer programming, you can strengthen your understanding by taking AP courses and exams in these areas: Calculus: AB, Calculus: BC, Chemistry, Physics C: Electricity & Magnetism, Physics C: Mechanics, Computer Science A.

IB Recommendations:   Since engineering is based on principles in calculus and sciences, you can strengthen your understanding by taking AP courses and exams in these areas: Math, Chemistry, Biology. Ohio State only awards credit for IB High Level (HL) exams. No credit is awarded for Standard Level (SL) exams.

In addition, you can complete exams in other areas to satisfy General Education requirements. These areas include English, social sciences (psychology, economics, government, etc.), history, and art. While not directly connected to your engineering coursework, these academic experiences contribute to your overall education. By completed courses in these areas, you allow yourself more flexibility as you schedule classes in college.

College Credit Plus & Dual Enrollment

You can use the resources below to see if your local college or high school offers a course equivalent that is already approved as a direct equivalent to a course at Ohio State. In general, you should 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. 

• 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 explore college credit in high school.
• 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.

Time to Degree

An engineering curriculum is inherently 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.

In general, college coursework completed during high school doesn't significantly shorten an engineering 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 okay! Schedule classes at your high school that are the most connected to math, science, and writing.

(Yes, as an engineering student, you will be writing. Communication --whether technical, professional, or personal --  is a critical skill to develop as you work toward your educational and professional goals.)

Choosing Subjects

Engineering builds on the foundational disciplines of math and science. Taking classes in calculus, general chemistry, and physics during high school can help you start building this foundation. When choosing a math class, look for a traditional,  theory-based calculus  courses as opposed to a specialized version, such as business calculus. For physics, choose a  calculus-based physics courses , not algebra-based physics. For chemistry, choose chemistry courses that are listed at your local community college as leading to a degree in chemistry.

In addition to math and science, 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, literature, visual and performing arts, social sciences, cultures and ideas, ethics and diversity. Courses such as first year composition, psychology, history, and literature can oftentimes fulfill these degree requirements.

Finding Course Equivalencies

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.

Recommendations for Engineering

Once you have decided on subjects, you will need to choose specific classes. But which ones? One good strategy is to review whether the class you want to take will transfer to Ohio State as a specific equivalent course . 

Here are some general recommendations for Ohio State course equivalencies in math and science. Choose courses based on the topics you want to explore.

• Traditional Calculus I : Math 1151 at Ohio State
• Traditional Calculus II : Math 1152 at Ohio State
• Traditional Calculus III : Math 2153 at Ohio State
• General Chemistry I: Chemistry 1210 at Ohio State
• General Chemistry II: Chemistry 1220 at Ohio State
• Calculus-Based Physics I: Physics 1250 at Ohio State
• Calculus-Based Physics II: Physics 1251 at Ohio State
• Computer Programming:  Computer Science and Engineering 1221 / 1222 /1223 at Ohio State, if you are strongly interested in majors connected to computer science or programming

Also, here are some recommended Ohio State courses from the General Education curriculum.

• First Writing Course: English 1110.01 at Ohio State
• Social Sciences: Economics 2001.01, Political Science 1100, Psychology 1100, and Sociology 1101 at Ohio State
• Historical Study: History 1212, 1151, and 1681 at Ohio State
• Literature : English 2201, 2202, Classics 1101 and 2220 at Ohio State
• Visual and Performing Art: Art 2100, and History of Art 2002 at Ohio State

For most of these General Education categories, you will only need to complete one course.  If you plan on taking a few General Education courses during high school, choose courses from a range of areas. Avoid choosing courses in the same category, such as four history courses or three psychology courses.

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!

What Is AP?

The AP Program offers college-level courses and exams that you can take in high school.

An Edge in College

Taking AP courses and exams in high school could give you an advantage in college by letting you:

Earn College Credit and Placement

Your AP score could earn you college credits before you even set foot on campus. In fact, most AP students who enroll in four-year colleges start school with some credit.

Save Money and Time

Earning credit or placement can open up time on your schedule or even let you graduate early.

Stand Out to Colleges

“AP” on your high school transcript shows colleges you're motivated to succeed, and taking the exam demonstrates your commitment to tackle and complete college-level work.

Keep Your Options Open

Earning college credit with AP can give you the flexibility to change majors, pursue a second degree, study abroad, or seek internships.

An Opportunity to Earn Credit

Nearly all colleges and universities in the United States grant credit and placement for qualifying AP scores. Use our tool to find colleges you’re interested in and see what you could earn with AP.

The AP credits I received allowed me to skip straight to higher-level, more demanding courses in my major. Tyler V., University of Washington

A Head Start in High School

Research consistently shows that AP students are better prepared for college than students who don’t take AP, regardless of their exam score. They’re more likely to enroll and stay in college, do well in their classes, and graduate in four years. Taking AP can help you:

Get a Taste of College

Get familiar with college-level work—and boost your confidence by tackling it.

Develop College Skills

Time management, critical thinking, scholarly writing—AP courses and exams help you hone the skills you’ll need in college and career.

Discover Your Passion

Studying a subject in depth could give you new insights and even put you on the path to a career.

Boost Your GPA

Taking an AP course and exam can boost your GPA. Check with your school for more information.

A Path to Your Future

Use our tool to see which AP courses can help you on the path to specific careers or college majors.

Hear From Students

Learn how the AP experience helped these students once they got to college.

Find a Path

Taking an AP course in high school helped Gaby find her major.

Make the Most of College

By earning college credits through AP, Kevin freed up time for extracurriculars.

Your AP Journey

Here are the steps on the path to college credit and placement.

See which courses your school offers, choose the course you’re interested in, and talk to your teacher or school counselor about signing up.

Take the Course

First join your class in our online system. Then work hard in the course. You can practice for the exam with our free online resources.

Take the Exam

Register for your exam by the fall deadline. Exams are given in May. When you take the exam, you’ll have a chance to choose a college or scholarship program to send your scores to.

Send Scores

Check your scores when they’re released in early July. You can send additional scores—or send scores for the first time if you haven’t sent any yet.

There are AP courses in arts, English, history and social science, math and computer science, sciences, and world languages and cultures. Whatever your academic interest, you’ll find a course to match it.

Tip: Start typing in the input box for immediate search results.

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As a high school student with aspirations of attending a top college or university, one of the most strategic steps you can take is to carefully consider your high school coursework in light of the admissions expectations of your target schools. Colleges often provide recommended or required courses that applicants should have completed during their high school education. Understanding and adhering to these recommendations can significantly enhance your college application, demonstrating your preparedness and commitment to excel in a rigorous academic environment.

Understanding College Course Recommendations

Colleges and universities typically outline specific coursework that they expect incoming freshmen to have completed. These recommendations often include a mix of core subjects—such as English, mathematics, science, social studies, and foreign languages—as well as suggested electives that relate to your intended major. For instance, a prospective engineering student might be expected to have taken advanced classes in mathematics and science, while someone interested in humanities might benefit from a range of advanced literature and social studies courses.

Why Tailored Course Selection Matters

• Academic Preparedness : By aligning your high school classes with college expectations, you ensure that you are academically prepared for college-level work. This can be particularly important in competitive majors where foundational knowledge is essential.
• Stand Out in Admissions : Colleges look for applicants who challenge themselves. By taking advanced courses recommended by the college, you signal your ability to handle challenging material, a quality that admissions officers value highly.
• Highlight Your Interest and Commitment : Choosing courses based on your targeted college’s recommendations shows a clear commitment to your educational goals and can indicate your genuine interest in a particular field of study or college.
• Smooth Transition to College : Students who have already taken courses in line with college expectations might find the transition to college less daunting. With a solid foundation in the core subjects required by the college, you can focus on exploring more advanced topics and engaging in extracurricular opportunities.

How to Align Your High School Courses with College Expectations

• Research Early : Start looking at the admissions pages of your target colleges early in your high school career. Note any specific courses they recommend and plan your high school curriculum accordingly.
• Meet with a Counselor : High school and college counselors are invaluable resources in the college application process. They can help you understand how to balance college recommendations with graduation requirements and other interests.
• Consider Advanced Placement or International Baccalaureate Programs : These programs are highly regarded by colleges and can demonstrate your capability to perform at a college level. They may also offer courses that align with specific college prerequisites.
• Stay Flexible and Balanced : While it’s important to focus on targeted courses, also ensure you have a well-rounded education that includes physical education, the arts, and other electives that foster a broad range of skills and interests.
• Document Your Course Choices in Applications : When you apply to college, use your application essays or interviews to discuss your course selections and how they have prepared you for college-level work, especially in your chosen field.

Tailoring your high school coursework according to the preferences and requirements of your targeted colleges can significantly strengthen your college application. It shows admissions officers that you are serious about your educational journey and prepared to thrive in their demanding academic environments. Remember, the key to success in this endeavor is early planning and regular consultations with your high school counselor, ensuring that you meet both graduation and college readiness criteria. By strategically selecting your high school classes, you set the stage for a successful college career and beyond.

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• tips for high school students

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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Throughout high school, you’ll probably have the option to take some college-level coursework and even earn some college credit through AP, Dual Credit, or IB courses. Teachers and administrators tend to boast that these courses help prepare you for college, and in some ways they’re right. The curriculum taught in these advanced classes is similar to the curriculum taught in many introductory college courses, and the pace and rigor of these courses is more similar to college courses than any other class you may have taken in high school thus far.

However, these college-level high school courses miss the mark in a big way when it comes to emulating the college class experience. AP, IB, or Dual Credit courses don’t give students a good feel for things like giant lecture halls, office hours, relatively few grades for an entire semester, etc. In this post, we’ll take a closer look at some of the key differences between college classes and high school classes. If you’re interested in learning about what changes to expect in college classes, read on.

1. Lecture Halls vs. Classrooms

Up until this point, your classes have probably been in a classroom setting with one teacher per 25-30 students, give or take a few students depending on your school. This classroom setup allows ample opportunity for students to ask questions and get some one-on-one attention from the teacher.

In college, the class size will differ per university and per class, but you’re very likely to have at least a few college classes that take place in a large lecture hall. This provides a completely different way of learning. There will be a few hundred students per one professor, you’ll only have a small pop-up desk at the side of your chair in an auditorium to take notes and exams on, and there will be less opportunity to ask questions during a class (though professors usually try to answer as many questions as they can).

You’ll probably encounter these types of classes most during your first few years of college when you’re taking introductory and prerequisite courses that most students are required to take. It’ll take some getting used to at first, but you’ll get the hang of it! On the plus side, there is no fear of getting called on to answer a question during class!

2. Professors vs. Teachers

Though at face value professors and teachers may seem to play the same role, they are two very different entities. On the one hand, teachers are professional educators whose passion is to teach the youth of tomorrow. Even if they’re not experts on the subject that they are teaching, they are wholly committed to teaching well and helping their students succeed.

Professors, on the other hand, are not professional educators. They are academics, experts in the subjects that they are teaching. Odds are, they have been doing research and contributing to their field of study for years. Thus, when you’re being taught by a professor, you have the opportunity to learn from someone who knows more about what they’re teaching than most. The downside is that you may not always get an educator who is wholly invested in their student’s success.

3. Strict Classroom Rules vs. Lecture Hall Autonomy

There are strict attendance policies in high school, with administrators constantly trying to keep students engaged and learning. That’s why there are rules like staying in your seat during class, having to ask to use the restroom, only being able to walk outside with a hall pass, etc.

In college, there are no such rules. While in college, you are treated like an adult and are trusted to make your own decisions. Thus, you will have the freedom to come and go from the lecture as you please, and you won’t have to ask permission to go anywhere or do anything. As long as you’re being respectful of everyone else who is trying to learn, you will have a certain level of autonomy that you didn’t have in high school.

4. Attendance Mandatory vs. Attendance Optional

In high school, teachers were probably required to take your attendance every day and during every class. In most college classes, the professors don’t care whether you are in class or not, and it is up to you to decide whether you want to attend class or not.

Though we at CollegeVine always encourage you to attend class, many college students feel like they can learn the material on their own and never attend a lecture. This strategy sometimes backfires on them when they end up missing a concept that was only discussed in lecture.

It is worth noting that some college classes do take attendance, especially the smaller upper division courses with around 25-30 students. Attendance can even be made a fraction of your overall grade if the professor so chooses.

5. Weekly Homework Assignments vs. 2-3 Assignments Per  Semester

Even in AP, Dual Credit, or IB courses, you probably have assigned nightly homework and reading that helps to refresh the material you learned that day. That homework and other worksheets will sometimes be graded and can boost your overall semester average if you do it well.

I most college classes, there will be relatively few assignments throughout the semester. Usually, there will be a midterm exam, a final exam, and perhaps a large paper/project. Those will determine your grade for the class. This way, you have less time-consuming busy work, but you always have far more pressure to do well on each assignment since it counts for such a large percentage of your grade.

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6. Year-Long Courses vs. Semester/Quarter-System Courses

A huge difference between high school courses and college courses is the length of time you have to learn the material. In college, you will have to learn the same material (and sometimes more) that you learned in one year in high school in one semester or a few quarters, depending on which system your college operates on.

Thus, with college courses, the pace of learning is faster, every class brings a new topic, and you are responsible for keeping up with the material on your own time.

7. Choose Your Classes vs. Choose Your Schedule

You’re in high school at a set time for a set number of hours every day. The only thing you have to choose is which classes to take during those hours. In fact, many of your classes are chosen for you because they are required by the school, so you only have to make 2-3 class choices when planning your yearly high school schedule.

In college, scheduling classes is quite the task. Classes take place any time from 8 AM to 7 PM, and you’ll often find yourself with hours of gaps in between classes. Sometimes, the classes you want will overlap, so you’ll have to choose another one that fits in your schedule, and quite often classes become fully enrolled before you are able to sign up, and you have to put yourself on a waitlist. Lastly, there are infinitely more classes to choose from in college than in high school.

Due to all of these factors, many college students spend at least thirty minutes to an hour each before their enrollment period each semester to strategically plan out their schedule.

8. No Technology vs. Note-Taking on a Laptop

While some high schools are entering the digital age and allowing students to use their laptops for note-taking and assignments in class, the overwhelming trend in high schools is still to ban electronic devices in the classroom.

While some professors in college may ban electronics during class, most don’t care how you take your notes, as long as you’re paying attention and not being a distraction to your fellow students. For that reason, you’ll often find students taking notes furiously using google docs, word documents, or any other digital note-taking method.

9. A for Effort vs. Greater Expectations

Sometimes in high school, if you’re lucky, you’ll get assignments that are graded on completion instead of accuracy or you’ll get extra credit assignments to help boost your grade. In college, there is usually no such thing.

All assignments in college are graded based on your critical thinking and analytical abilities, and professors expect a much higher level of performance than teachers did in high school. It’s up to you to keep up with the material and perform adequately on each assignment.

10. Learning by Listening vs. Learning by Reading

In high school, it is possible to do well in a class without ever opening a textbook. The material that a teacher went over in class would largely follow the textbook, so as long as you’re focused and engaged during class, you should be able to learn all the material you need to know.

In college, the material changes so rapidly and the concepts are so much more advanced that it’s often difficult to follow a lecture without doing the textbook reading beforehand. A professor will assign the chapters of reading beforehand, and it’ll be up to you to do the readings so that you can follow along with the professor’s lecture during class. You’ll be responsible for knowing the lecture material and the textbook material for an exam.

For More Information

If you’re interested in learning more about what college life is like, check out the following blog posts:

A View Ahead: Thinking About the Skills You Need for the College Student You’ll Become

What’s the Pressure Going to Be Like? A Guide to Understanding the Stresses of College

Tests and GPA Don’t Always Predict Success in College–So What Does?

What Student Tours and Admissions Meetings Won’t Tell You About a College

Looking for help navigating the road to college as a high school student? Download our  free guide for 9th graders  and our  free guide for 10th graders . Our guides go in-depth about subjects ranging from  academics ,  choosing courses ,  standardized tests ,  extracurricular activities ,  and much more !

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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 college classes.

Information to Consider

Time to degree.

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.

Choosing Subjects

Completing 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.

Finding Course Equivalencies

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.

Transferring Credit to Ohio State

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:

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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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Going to College While in High School: Details and Benefits

By: Katelyn Fahrenbruck Weston

Thanks to advances in online learning, earning a college degree has become more accessible than ever. Online platforms and the widespread adaptation of video calls have made the necessity of a being in a classroom for many college degree programs obsolete. No matter where you are, you can start earning a college degree today from home. But did you know that college-age students aren't the only ones who can take advantage of online college courses?

Today, teenagers can start going to college while in high school, giving them a head start on their future college and career paths. Choosing to enroll in online college courses for high school students can accelerate your path to a college degree and save you a lot of money.

How Do Online College Classes for High School Students Work?

While some of the more ambitious high school students may wonder, "Can I take online classes while still in high school?" others may not realize that it's even an option, and most are unaware of how to go to college in high school. Not only is earning college credits while in high school a realistic possibility, but it also provides far more opportunity.

The majority of online college programs for high school students are known as  dual-credit programs . This means that students taking part in the program are earning both high school and college credits at the same time. It's important to note that the student is not officially registered at the college when taking online courses, but the credits they earn can be applied toward a college degree. You may be able to take courses in  business ,  health care ,  law , or other topics of interest and earn college credit. No matter your educational interests, there are likely to be online college courses that appeal to you.

What Are the Benefits of Online College Courses for High School Students?

The first and most obvious benefit of enrolling in online college classes for high school students is the head start it gives you on your education. Taking online courses for college credit for high school students means you'll be able to graduate with a college degree sooner than most. Maybe you want to sample some health or business classes to find out if it's the right major, or maybe you just want to get some of your general education requirements done so you can spend more time focusing on your major once you graduate. Whatever the reason, getting some college credits under your belt before leaving high school is a good idea.

In addition to giving you an early start on your post-high-school education, online college courses can also help you lower the cost of a college education. Some programs allow students to earn both high school and college credits at the same time for free, while others allow you to take courses through a community college, which usually cost less than those at a four-year school. Either way, you'll be able to reduce the number of courses that you have to pay for once you're in college.

While earning college credits before graduating from high school can save you time and money later on, there's one more benefit that's often undervalued: preparation.  College education  is far more mentally demanding than high school coursework, and many students don't find this out until they're already sitting in class. Taking online college courses while still in high school will help you feel more confident and prepared before setting foot on campus. This can help to reduce the amount of stress many new college students feel and can lead to a more fulfilling educational experience.

Sources: https://www.collegeinhighschool.org/evidence-of-success https://www.apa.org/ed/precollege/ptn/2014/08/college-freshmen

Celebrating 150 years of Harvard Summer School. Learn about our history.

College Programs for High School Students

Overview of our Summer College Programs for High School Students

Challenge yourself in college-level academics.

Meet new friends from around the world.

Strengthen your college application.

Build life skills to be successful in college and beyond.

Choose between 2-, 4-, and 7-week options.

Choose from rigorous non-credit or college-credit courses.

Harvard’s Summer College Programs for high school students are intensive programs designed to give students a glimpse of college and the opportunity to challenge themselves in college-level academics. You’ll meet new friends from around the world and build important life skills that can make your future college experience a success — all while strengthening your college application.

The Secondary School program offers over 200 for credit college courses in total between the 4- and 7-week programs.

• In this immersive experience you’ll learn alongside high school and college students from around the globe.
• The format of our 7-week program is flexible , so choose from on-campus, commuting, or online.

The Pre-College program is exclusively on campus and has three, 2-week sessions you can choose from over the summer.

• Learn alongside peers from around the world in these non-credit, but academically rigorous courses.

Want more info? Get our updates.

Join our mailing list for helpful information and important deadlines.

Why Choose Harvard Summer School

From rigorous coursework to trips to Cape Cod, spending your summer at Harvard will expand your horizons and create memories that will last a lifetime.

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Secondary School Program

Experience what it’s like to be a college student for 4 or 7 transformative weeks.

The Secondary School Program provides high school students an opportunity to earn college credit, get a true feel for college life, and learn alongside high school students, college students and adults from around the world.

• Envision how a topic of interest can translate into a college major or future career in small classes.
• Balance responsibility with independence and gain the confidence to do well in college.
• Connect with a diverse group of peers.

4-week Secondary School Program

• Residential only — live on Harvard’s campus with new friends
• Choose one accelerated 4-credit course, with small class sizes for increased interaction with faculty and peers.

7-week Secondary School program

• Three program formats to choose from: Residential, Online, or Commuting.
• U.S. and international SSP students can choose one or two courses from over 200 on-campus and online college courses.

The Secondary School Program is suitable for mature, academically motivated high school students ready to excel in college courses for college credit.

What Secondary School Program Students Have to Say

Hear all about the Harvard Summer experience directly from some of our students.

Pre-College Program

An academically rigorous on-campus program for exceptional high school students.

The Pre-College Program is a non-credit two-week residential program designed to give high school students a glimpse of college life on the Harvard campus. Students take college-level courses alongside peers from around the world.

• Test your intellect without the pressure of letter grades.
• Live a balanced (college) life.
• Enjoy a range of co-curricular activities with academically-minded students from around the world.

This program is suitable for mature, academically motivated high school students interested in exploring a potential major or finding out what college is really like.

What Pre-College Program Students Have to Say

Discover the Transformative Summer Experience That’s Right for You

Which Harvard Summer Program is right for you?

While there are many similarities between the two programs, they are quite different. You can apply to only one, so you’ll need to understand what each program offers — and choose which one is right for you — before you submit your application.

The good news is that whatever program you choose, your summer at Harvard will be a truly special experience.

Benefits of taking a Secondary School or Pre-College Program

Harvard’s summer programs for high school students will help prepare you for success in college. Whether you participate in the Secondary School or Pre-College program, you will have the opportunity to build core life skills like time management, career planning, and living on your own.

Participating in either program will also help you expand your academic skills at the college level and to thrive outside your comfort zone.

Harvard’s Summer programs affords you the opportunity to learn from and be among top students from around the world — making connections and memories that will last a lifetime.

After only two weeks of classes, I feel much more knowledgeable and open to critical thinking. Through assigned readings, discussions, and projects, I got to taste what the college experience would look like.

Pre-College Program Student

I truly enjoyed having classes in a seminar style that encouraged asking questions to learn. I formed such a deep bond with those in my class through our shared passion for the topic as well as our learning journey that we shared.

Secondary School Program Student

Tuition, deposits, and fees for Harvard Summer School differ based on program and format.

The total cost of the Secondary School Program depends on the number of courses taken and in which format. Learn more about the cost of the Secondary School Program .

The total cost of the Pre-College program in 2024 is $5,550, plus a $75 application fee. Learn more about the cost of the Pre-College Program .

What grades can take the summer school programs at Harvard?

For Summer 2024, students who will graduate from high school and enter college in 2025 or 2026 can apply to the 2-week, non-credit Pre-College Program; students who will graduate from high school and enter college in 2024, 2025 or 2026 can apply to the 4-week and 7-week, college-credit Secondary School Program.

How will these summer programs help me get into college?

Participating in both the Secondary School and Pre-College summer programs at Harvard demonstrates your ability to succeed in a rigorous college course to admissions committees.

Both programs also give you the tools to navigate the college admissions process:

• The Secondary Summer Program gives you the opportunity to meet admissions officers from a number of colleges and universities as well as to work on your admissions essays and application responses in in-person and online activities .
• The Pre-College Program includes activities like workshops on writing your college admissions essay, seminars on the financial aid process, and panels on choosing the right college.

How do I know if the Pre-College Program or the Secondary School Program is a better fit for me?

The program you choose will depend largely on the course-load you’re looking for. While all Harvard Summer School courses are college-level, the 2-week Pre-College program does not offer college credit so you don’t have the pressure of grades. The length of the program may also impact your decision, depending on how much time you are able to commit — the Pre-College Summer Program is only 2 weeks while the Secondary School Summer Program has 4 and 7 week options. During the 7 week option you may take two, full-term courses.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Online Courses for High School Students Take regular Cornell courses online, study with university faculty, and earn credits and a Cornell transcript

Get a head start on college by earning credits from Cornell online

As a student in this highly regarded Ivy League program, you'll have the chance to

• Immerse yourself in fascinating Cornell University courses
• Work closely with leading Cornell faculty members
• Get a head start on college by earning 3 to 12 credits and a Cornell transcript
• Improve your college study skills during rigorous, well-designed classes
• Prepare for college applications with one-on-one admissions counseling
• Connect with a diverse group of motivated high school students from around the world

It's a great chance to experience college academics, explore potential majors, and plan for your future, all without leaving home.

During the summer, you can select from more than 100 regular undergraduate Cornell courses in Architecture and the Arts, Business and Hotel Management, Health and Humanities, International Relations, Science and Technology, Social Change, Veterinary Medicine, and more. Online courses are also offered during the winter, spring, and fall.

Most online courses are delivered via the web-based learning system Canvas . Generally, you'll interact with the instructor and other students via email, discussion boards, interactive chat rooms, video conferences, and/or phone.

Some classes are offered synchronously (live and on a predetermined schedule) while others are asynchronous (pre-recorded and on your own schedule). Learn more about synchronous (sync) and asynchronous (async) instruction modes .

The grades and credits you earn will be recorded on an official Cornell transcript and are generally transferable toward a degree at Cornell or elsewhere.

For Summer 2024

You'll be able to choose from three- and six-week sessions offered between June 3 and August 6 (see the calendar ). You'll be on a fast-paced schedule, learning 15 weeks of coursework in a condensed period as you study in a real college environment. Applications will open in late January 2023. Join our email list to receive updates.

View online courses

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Courses will be added throughout the year. Check back frequently.

Note: Cornell is committed to compliance with all export control regulations, including U.S. sanctions. Any individual located in the following regions must receive written approval from Cornell’s Export Control and Compliance Officer prior to enrolling in an online course: Iran, North Korea, Syria, Cuba, Russia, Ukrainian regions of Crimea, Donetsk, and Luhansk.

Program highlights

• Learn from anywhere.
• Take a fascinating college course at an Ivy League university.
• Study with a Cornell faculty member.
• Get a head start on college by earning credits and enhancing your study skills.
• Work with students from around the world.

Our programs offer you the rare opportunity to work closely with some of Cornell's most distinguished professors. Under their guidance, you'll develop the critical thinking and writing skills essential for success in college. You'll also have the chance to talk with them about your academic goals and career aspirations.

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How to Choose the Best High School Courses for College Applications

In this article, CollegeAdvisor.com admissions experts Julia R. and Finn B. share tips on how to choose the best high school courses for college applications. For more guidance on course selection and the college application process in general,  sign up for a monthly plan to work with an admissions coach 1-on-1.

“ What classes should I take for college applications?”

“Is it more important to choose courses that interest me or courses that will look good on my transcript?”

“Is it better for college applicants to take hard courses and get worse grades, or easier courses and get good grades?”

“Which courses look “good” to admissions officers?”

As the school year winds to a close, next year’s course schedule might be the last thing on your mind. However, it’s important to consider your options early

From freshman to senior year, the classes you take in high school can have a major impact on your college admissions results. Including grades and GPA, there are a number of different considerations to keep in mind when selecting your courses.

1. Find high school courses that truly interest you

Often, students ask, “Is it more important to choose courses that interest me or courses that will look good on my transcript?”

The simple answer is both. It’s important to take courses that offer academic rigor but also allow you to explore your passions.

You should never take a course solely because you think it will help bolster your high school transcript — students often fall into this trap. As with many parts of the college admissions process, it’s easy to convince yourself that you  think  you want to do something.

Be honest with yourself. First of all, you’ll likely earn better grades in courses that genuinely engage you, which will ultimately look better on your transcript. Additionally, once you’ve chosen your classes, you’re stuck with them for a whole year (or at least a semester). So choose wisely.

Strive for balance. Yes, it’s important to take courses that challenge you academically. However, it’s equally important to explore different subjects to learn more about your interests and expand your horizons. If you’re mildly interested in mechanical engineering, take AP Physics, even if you’ve heard that the teacher is tough. If that Acting & Improvisation class piques your interest, don’t shy away just because it doesn’t seem like a core academic challenge. That class might help you grow in ways you never expected, and it might just end up being the topic of one of your supplemental essays.

2. Fulfill your high school’s graduation requirements

In addition to identifying the courses that interest you, you need to pay heed to your graduation requirements. Different states and different schools will have different requirements for graduation — you don’t want to delay attending your dream school because you forgot to take a Health class.

As you choose your schedule, chat with your guidance counselor to learn which courses you need to take to graduate. Your counselor will also write one of your college letters of recommendation, so this is a great opportunity to get to know them better. Your guidance counselor may also have course recommendations based on your interests and admissions candidate profile.

If talking to a counselor is not possible, you can also often look up graduation requirements on your school or state’s website.

If you’re looking to get more help or struggling to make a decision, consider asking a parent or mentor, or signing up for a personal advising service such as  CollegeAdvisor.com .

3. Get good grades by balancing your strengths and weaknesses

The blunt truth is that it’s best to take hard courses  and  get good grades. You should always aim to score top grades. Easier said than done, of course. The trick to doing this successfully is being honest with yourself and knowing your strengths as well as your weaknesses.

Be strategic. Remember that none of your courses exist in isolation:  Admissions Officers will evaluate all of your classes as a whole .

Note your strengths and weaknesses — everyone has them. For example, if you’re confident in your mathematical prowess but shy away from writing expository essays, take AP Calculus and Advanced Physics, then balance these with a less rigorous English class.

Challenge yourself at your own level in order to put yourself in the best position for college applications.

4. Build a flexible yet rigorous strategy

Think ahead. Build a four-year course plan that makes sense for you.

At some schools, you must earn a certain GPA or benchmark grade in order to pass into advanced-level courses. Keep this in mind when planning out the next few years. Additionally, know that you may need to alter your plan if you earn an unexpected grade.

As a general rule, you should maximize the  perceived rigor  of the courses you take. This means taking AP classes, IB classes, and general college-level courses when available (If these courses aren’t available at your school, don’t worry, as you will only be judged within the context of your school).

While maximizing this rigor, make sure you’re still taking on a reasonable course load. It can be tempting to overload yourself with difficult courses in high school. Don’t overextend yourself — the college application process is stressful, and maintaining balance is key to preserving your mental health.

5. Build a candidate profile through your courses

A candidate profile is essentially a portrait of who you are as a college applicant. This includes (but is not limited to) your transcript, extracurriculars, essays, and recommendation letters.

When planning your courses, it’s important to consider how you might ultimately present your candidate profile, especially if you already have an idea of what you want to pursue later in life.

If you want to study engineering, for example, then you should probably take AP Physics or the equivalent and push yourself in challenging mathematics courses. Likewise, if your dream is to become a lawyer, you should select relevant courses such as AP English or AP US History.

And if you don’t know what you want to study, that’s totally fine, too! In most of your courses, even though it might not always seem like it, you will be honing real-life skills that will help you regardless of whatever career path you ultimately take. You might even discover that you’re not as interested in one subject as you thought you were and more interested in another.

6. Plan to leave time for college applications — or get a head start

Finally, when setting up your courses for senior year, keep in mind that applying to college is a very involved process and will consume a lot of time — often equivalent to that of an entire class.

If you have some spare time this summer, spend it drafting up a few of those college essays. It’s tedious work, but you’ll thank yourself later.

The college application process can be a tricky, confusing process, but we’re here to help.

This essay on choosing high school courses was written by Julia R. (Harvard  ‘22)  and Finn B. (Harvard  ‘22) . If you want to get help with your college applications from Finn or other  CollegeAdvisor.com  Admissions Experts ,  register with CollegeAdvisor.com today.

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Differences in Coursework Between High School and College

The transition from high school to college is a significant and transformative journey, marked by newfound independence, personal growth, and academic challenges. One of the most striking differences for students is the shift in coursework. The academic expectations, teaching methods, and level of autonomy change as students move from the structured environment of high school to the more dynamic and self-directed world of college. In this article, we explore the key differences in coursework between high school and college , helping students understand what to expect and how to thrive in their higher education journey.

Academic Rigor and Depth

College coursework is characterized by a deeper level of academic rigor and complexity. The material covered in college classes is often more in-depth and requires critical thinking, analysis, and independent research. Unlike high school, where teachers guide students through the curriculum, college professors expect students to engage with the material at a higher level and take responsibility for their own learning.

Class Structure and Size

High school classes are usually structured with a set schedule, consistent meeting times, and a small group of students. In contrast, college classes can vary widely in terms of structure and size. Students may have classes that meet only a few times a week, with larger class sizes ranging from tens to hundreds of students. This shift requires students to adapt to different teaching styles and take initiative to seek help when needed.

Class Schedule Flexibility

College offers greater flexibility in creating class schedules. Students have the freedom to choose their courses and often have a wider range of class times to accommodate their preferences. This flexibility allows students to balance their coursework with other commitments, but it also requires effective time management skills to ensure all obligations are met.

Independent Learning and Responsibility

College places a strong emphasis on independent learning. Unlike high school, where teachers closely monitor progress and assignments, college professors provide general guidelines and expect students to manage their time and assignments on their own. This level of autonomy requires self-discipline, organization, and the ability to set priorities.

Coursework Volume and Time Management

College coursework often involves a higher volume of reading, research, and assignments. Students must learn effective time management strategies to juggle multiple classes, assignments, and extracurricular activities. Procrastination can lead to overwhelming workloads, highlighting the importance of planning and staying ahead of deadlines.

Assessment and Grading Criteria

The assessment methods and grading criteria in college can differ significantly from high school. While high school may rely heavily on periodic exams and standardized testing, college assessment methods can include a mix of exams, essays, research papers, group projects, presentations, and class participation. Grading in college may also be based on a smaller number of assignments, placing greater weight on each individual assessment.

Availability of Resources

College campuses offer a wealth of resources to support students' academic success. These resources include libraries, research centers, tutoring services, and academic advisors. College students are encouraged to actively seek out these resources to enhance their learning experience and receive guidance when needed.

Critical Thinking and Intellectual Exploration

College encourages students to engage in critical thinking, intellectual exploration, and the pursuit of knowledge beyond the classroom. Professors often encourage students to question assumptions, analyze diverse perspectives, and develop their own informed opinions. This emphasis on critical thinking fosters intellectual growth and prepares students for complex problem-solving in various contexts.

The shift in coursework from high school to college is a transformative journey that challenges students to embrace independence, deepen their academic engagement, and refine their critical thinking skills. Understanding the differences in academic rigor, class structure, independence, and assessment methods can empower students to navigate the challenges of college coursework successfully. By embracing these differences and adopting effective study habits and time management strategies, students can thrive academically and make the most of their college experience.

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Taking Community College Classes in High School: A Guide

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Are you a high school student who is interested in taking classes at a community college? Community college classes can be a great way for high school students to take more challenging courses and prepare for college.

Read on to learn everything you need to know about community college classes for high school students: the benefits of taking community college classes in high school, when to take them, and how you can start getting enrolled.

How Can a High School Student Take Community College Classes?

Aren't community college classes just for college students? Actually, no. While the primary purpose of community college is to provide an education to college students, most now also offer classes to people of varying ages and levels of education, from children to senior citizens.

Many community colleges allow high school students to take certain classes. Sometimes high school students are only able to enroll in introductory classes, and they may also be required to submit their high school transcript or a teacher recommendation as proof that they can handle a college-level course.

Some high schools have organized programs with community colleges that allow high school students to take college classes as a replacement for one or more of their regular high school classes. This is especially common in smaller high schools or those with few advanced or AP course offerings because it lets high school students take challenging classes they wouldn't have been able to take otherwise. These classes can help high school students strengthen their transcripts and prepare for college.

Other times, high school students choose to take community college classes without receiving any high school credit; however; they may be able to receive college credit once they enroll in a college or university.

What Are the Benefits of Taking Community College Classes in High School?

Why would a high school student be interested in taking community college classes? There are several benefits.

Benefit #1: You Can Take More Advanced Classes

If your high school doesn't offer certain advanced classes, taking them at a community college can be a great way to strengthen your transcript. If your high school doesn't offer many or even any AP classes, you may be concerned that your school's lack of challenging classes will put you behind other students when applying to and starting college.

You may also be particularly strong in a certain subject and want to take an advanced course in it, either because you have taken all your high school's classes in that subject, or they are not challenging enough for you. At my high school, each year, several students who had taken AP Calculus as juniors would take Calculus III at the local community college to gain more math skills and be better prepared for college math classes.

Taking these classes at a community college while you are still in high school can help prepare you for college classes and possibly allow you to skip some introductory classes once you get to college.

GotCredit /Flickr

Benefit #2: They Can Help Your College Application Stand Out

Having college classes on your transcript is a great way to strengthen your transcript and your college applications. Your community college classes may be included on your high school transcript, labeled in such a way to show they are college-level classes, or, if not, you can include your community college transcript with your applications.

Taking community college classes in high school shows that you can take initiative, are hard working, and have strong academic skills, which are all qualities colleges like to see in applicants.

Benefit #3: You'll Be Better Prepared for College

If you are concerned about college or simply want to be better prepared when you set foot on campus, taking classes at a community college is a great way to introduce yourself to the rigor of college-level classes.

College classes, even at community colleges, are usually more difficult and faster-paced than high school classes, and by taking one or more in high school, you can be better prepared for university classes. This will likely help you get better grades and feel less stressed as a college student.

What Are the Drawbacks to Taking Community College Classes in High School?

Though there are major benefits to community college classes for high school students, there are also some drawbacks.

Drawback #1: They Can Be Challenging

College classes can be quite different from high school classes; they are usually more challenging, faster-paced, and require more homework and studying. If you are not prepared for this, taking a community college class can be very stressful, and you may not get the grade you want.

Drawback #2: They May Not Always Be Fulfilling

Sometimes, community college classes aren't challenging, in fact, in some cases high school students feel that the community college classes they take are easy, especially when compared to AP or other advanced classes . If you are used to rigorous classes, there's a chance that you will find your community college classes too easy, especially if you are taking introductory classes. This may result in you not learning as much as you'd like to.

A good way to reduce the chance of this happening is to ask the school for a syllabus of the class or classes you are interested in taking. Syllabi will usually include the topics students learn and major assignments, and they can help you get a better idea of what the class will cover and how quickly it will cover it.

Drawback #3: They Can Be Expensive

Most students do not have to pay for the classes they take in high school, and it can be difficult to afford the tuition required for college classes. Even though community college classes are typically less expensive than regular 4-year colleges, tuition is still usually at least $100 per credit hour, which means taking one community college class can cost several hundred dollars or more.

Sometimes high schools will pay for their students to take community college classes, especially if they don't offer a particular class themselves. Ask your academic adviser what your school's policy is for covering the costs of community college classes. If they do help with costs, this can save you thousands of dollars!

However, if your high school doesn't cover community college costs, be sure to choose your community college classes carefully so you know you are getting the best value for your money. Also, if your high school offers a similar course, such as an AP class, you may want to consider taking that instead.

Taking community college classes may mean you have to pay tuition fees and other expenses. ( Tax Credits /Flickr)

Read the sections below to learn more about how to make smart decisions when taking community college classes and minimize negative impacts.

When Should You Take Community College Classes?

You should think carefully about what semester and year you want to enroll in a community college class. It's recommended that you don't take community college classes until you are at least a junior in high school. By the time you are an upperclassman, you will likely have had more challenging courses and will be more prepared for college-level classes.

If you take a community college class early on in high school, you may find it overwhelming or too challenging. This can cause you to get a low grade that won't get you many of the benefits listed above.

Another important decision is whether to take a community college class during the school year or over the summer. Most community colleges offer both options, though not all courses may be offered each semester. If you are getting high school credit or replacing a high school class, then you will likely take the community college class during the school year.

If there are certain times of the year when you are less busy (for example, a semester when you don't have a sport or have less challenging classes), you may want to take a community class then so that you can spend more time on it. However, if the community college class you are interested in isn't earning you high school credit or replacing a high school class, it may be easier for you to take it during the summer. Taking a community college class during the summer gives you more time to concentrate on it because you won't have to balance a full high school course load at the same time.

Don't try to take a community college class if you are already busy with your high school classes and activities. Taking a college course when you don't have enough time to put towards it can cause you to feel stressed and overwhelmed, and it may cause you to get a low grade in the class, which won't do much to help your applications or prepare you for college.

It's also recommended that you start by enrolling in only one community college class at a time, especially if you are taking it during the school year. This will give you a chance to get used to college classes without getting in over your head.

Don't sign up for too many community college classes at once, or else you may find yourself feeling overwhelmed, and your high school grades may drop.

How Do You Decide Which Community College Classes to Take?

You will want to think carefully about which community college classes to take in order to maximize their usefulness and how much you learn. Although high school students often can't sign up for classes until after full-time college students have, you will likely still have a lot of potential class options left to choose from.

Read through your community college's course catalog and think about the following questions to help you choose which courses to take:

Consideration #1: Are There Classes Your High School Doesn't Offer That You'd Like to Take?

Look at your high school's course catalog and think about the classes you plan to take before you graduate. Is there a particular class you wish you could take but isn't offered by your high school? This can include advanced classes such as upper-level math classes or AP classes, or it can simply be classes you are interested in but your school doesn't offer, like certain foreign language classes or a specialized history course.

If so, look to see if your community college offers a course in that subject. Colleges, even community colleges, usually have a wider course selection than high schools, so you may be able to find a class you're interested in. Often when you take a class you enjoy you'll get a higher grade in it than a class you don't find interesting because you are more motivated to study and do the homework.

Consideration #2: Which Classes Will Be Useful for College?

Another thing to consider when choosing community college classes is which classes will help best prepare you for college. If you already know what you plan on majoring in, then you may want to take classes related to that field of study. For example, if you know you want to be pre-med, check out your community college's biology or human physiology classes.

If you are not sure what you'd like to study in college, almost all majors are required to take at least one math and one writing class, so courses in those subjects will likely be useful later on.

However, don't assume that you will automatically get college credit for the community college classes you take because some colleges have very strict policies about transfer credit. Even if you don't receive college credit, remember that taking community college classes is still useful because they strengthen your college applications and help you be better prepared for future college classes.

Consideration #3: Which Subjects Does Your High School Recommend?

Your school may already have a list of community college classes that previous students have taken and enjoyed, and they may also have a list of community college classes that they give credit for or accept as a substitute for a particular high school class.

If your high school has recommendations, this can make choosing which courses to take easier, because you will already have some idea of what classes other students have found useful. This information is also helpful if you are looking to get high school credit for your community college class.

Consideration #4: What Prerequisites Are Required?

When you see a class you find interesting, check the course description to see if there are any prerequisites or prior knowledge you need to have in order to take the class. College classes are already more challenging than high school classes, and taking a class you aren't prepared for on top of that can make it very difficult to get a good grade in the class.

In addition to checking prerequisites, you may also want to start by taking introductory classes to ease yourself into college-level courses. These classes usually have the word "Introduction" or "Introductory" in their title or have a course number that begins with the number one (such as English 101).

Consideration #5: When Are Certain Classes Offered?

Logistics are also an important consideration when choosing classes. There may be certain days of the week or months of the year when you have more time to devote to your community college classes.

As mentioned above, it's important to make sure you have enough free time in your schedule before you enroll in a community college course. By choosing classes that fill well in your schedule, you will make your community college experience less stressful and more enjoyable.

Looking through your calendar may help you decide which community college classes to take.

How to Enroll in Community College Classes

After you have decided which class you want to take, you need to begin the enrollment process. Before you enroll, talk to your academic adviser at your high school to learn if this class will be included on your transcript or if you will be able to use it to substitute for another course. You may need to provide them with a course description or syllabus to review. You should also ask them if your high school will cover the costs of the class, and, if so, how and when they will do so.

Next you need to enroll in the community college. This process varies by school. Some only require you to fill out basic information about yourself, especially if you will only be taking a few classes. Others require the same enrollment process a full-time student attending the school goes through, which may mean filling out an application and submitting test scores. This process can take up to a few weeks, so give yourself enough time to complete it before classes start.

Once you are enrolled, you can sign up for the class you want to take. Remember that, as mentioned above, oftentimes high school students have to wait until after current college students have had a chance to select their courses before they are able to sign up for classes.

Almost all community colleges have online enrollment, but you can also usually sign up by mailing in a form or going to the campus office and selecting your classes in person. At this time, you will likely have to submit your tuition payment. After you sign up for a class, you will be sent information about it. This information usually includes where and when the class meets, what textbooks and other materials you need, and a course syllabus that tells you what topics the class will cover.

Before the class starts, buy your textbooks and any other materials you need, and make sure you know how to get to the campus. On the first day of class, try to arrive a few minutes early so that you are ready and prepared when your first college class begins. Congratulations, you're now on your way to becoming a college student!

• Many students have the option of enrolling in classes at a local community college as a way to take a more advanced class or help prepare them for college.
• You may be able to substitute a community college class for one of your high school classes or get credit for it once you start college.
• Even though they can be expensive and challenging, taking community college classes while in high school can strengthen your transcript and help you be more prepared for college classes.
• Wait to take community college classes until you are at least a junior and know you have enough time to devote to the class.
• To decide which class to take, look over the school's course catalog, talk to your academic adviser, and think about which classes will be helpful when you go to college.

What's Next?

Want to know what classes you can take in high school? We have a complete list of high school classes so you can see what your options are.

Struggling with a certain class and wondering if you should drop it? We have a guide that will help you decide whether to drop a class or not and explains how it will impact your college applications.

Trying to decide between community college classes and AP classes? Which one looks better on college applications? Read our guide for a complete overview of both .

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Indiana wants high school students to have college credit and career training. IPS says it’s ready.

This story was  originally published  by Chalkbeat. Sign up for their newsletters at  ckbe.at/newsletters .

INDIANAPOLIS (CHALKBEAT INDIANA) — As Indiana prepares to require high schools to offer both college-level courses and work experiences, some educators share a concern: Is it feasible for high schools and for students?

Beginning this year, all high schools must offer or have a plan to offer  the College Core  — a stack of 30 credits that can be transferred to all the public and some private colleges and universities in the state. Additionally, the state is considering  a requirement  that students complete some work experience in order to earn a new advanced diploma by 2029.

Around 2,500 students statewide last year earned a diploma with both Academic and Technical honors, indicating that they completed both advanced coursework and some career preparation courses. While that’s the closest current offering to the proposed advanced diploma and the College Core, it’s still missing more than 75 hours of work experience that will be required of students.

Educators around the state have raised concerns that schools will not be able to find the staff, transportation, and workforce partners needed to implement the changes. They also worry that when they pursue the higher-tier diploma, students will struggle to balance college-level classes with work.

“The focus on what comes after high school is valuable,” said David Marcotte, executive director of the Indiana Urban Schools Association. “To expect our current public schools to implement with fidelity these new requirements with the existing resources is not doable.”

But some districts feel confident they can achieve this balance.

At Indianapolis Public Schools, the state mandates have coincided with a years-long effort to create more career pathways at its high schools while at the same time making advanced coursework available to more students. The result is that the district now feels prepared to help students meet the new requirements.

“If we frame it as going to college or going into a career, we’re missing the mark,” said Austin Dodd, the district’s director of high school academies and pathways. “Even if you go to college, you have to have a career eventually. You’re going to college for this career.”

IPS and Ivy Tech offer dual credit programs

A total of  261 Indiana high schools  currently offer the College Core; those that don’t will have to submit a report about their plans to do so to the Commission on Higher Education by October.

Two of four IPS high schools — Arsenal Tech and Crispus Attucks High School —  already offer  the College Core. And beginning next year, George Washington will allow students to earn their associate degree in general studies concurrently with their high school diplomas using the College Core credits as a starting point.

IPS is awaiting approval from the commission to allow Shortridge High School to continue offering the International Baccalaureate (IB) program to all students instead of the College Core, said Melody Coryell, IPS’ executive director of postsecondary readiness. Shortridge also offers an IB diploma focused on career readiness.

While not all students will opt to take all 30 credits of College Core, or earn an associate degree, the goal is to make college-level courses easily accessible to all students — even those on a career-focused path, Coryell said.

IPS students begin exploring these paths in middle school, and can choose a high school based on the  concentration it offers . Arsenal Tech, for example, offers 18 career academies, including Animation and Film Production, Culinary Arts, and Engineering.

The goal is for each of these career and technical education (CTE) programs to also offer an accompanying work experience, Coryell said, in line with the new diploma requirements. Several already do.

Districts weigh transportation, staffing shifts for diploma changes

One of the primary  concerns  for schools adjusting to the new graduation requirements is how to transport hundreds of students to career sites in the middle of the day.

While urban schools may have an advantage due to their proximity to employers, education watchers say all schools will need more routes, drivers, and buses, especially to make opportunities equitable for students who don’t have their own transportation.

The state has  estimated  that it will cost schools around $500 to place each student in a work-based learning opportunity, and another $1,200 to transport them to career sites. This could mean a total cost of  up to $45 million  annually, according to the Indiana School Boards Association, though that may not take into account existing career experience programs.

“To do this at a huge scale will take a shifting of resources,” Coryell said.

But Coryell said some solutions have already been considered and piloted, like virtual work experience, or deputizing teachers to supervise school-based work experiences.

Another pressing challenge is hiring enough teachers for the classes and guidance counselors to help schedule students’ classes and work experiences.

Someone must also be responsible for students’ safety and progress in the workplace, Marcotte said.

“With hundreds of students out in the community at various workplaces, who’s supporting those students?” Marcotte said. “If students are just placed and not checked up on and not provided support in the workplace, this system won’t work.”

And to teach college-level dual credit courses, teachers must have graduate-level coursework. Meanwhile, to teach career programs, teachers typically need experience in that field.

The combination of the new diploma requirements — which have fewer required courses — with the college core means that schools might need fewer teachers, but require those to have more graduate training. This puts pressure on schools and smaller academic departments, said Chris Lagoni, executive director Indiana Small and Rural Schools Association, to hire or pay for teachers to obtain advanced degrees.

“It’s a double-edged sword saying we want this but also this,” Lagoni said.

Some overlap is possible, Dodd said: An MBA may allow a teacher to teach both a college-level dual credit course and a career course.

IPS used some of its federal pandemic relief funding to help existing staff earn the credentials necessary to teach dual credit courses, Coryell said. It has also worked with Teach Dual Credit Indiana, which offers free graduate courses in six content areas.

High schoolers juggle college courses and work

Students and parents have also raised questions about how students would manage the workload of college-level courses with off-campus jobs, sports, performing arts, and other obligations. The new diploma proposals would also require students to demonstrate civic knowledge by participating in extracurricular activities and clubs.

To make work opportunities meaningful, employers may want students to spend several hours a day on site, said Lagoni, which could present issues if coupled with a long bus ride.

“If your employer wants you there for 6 hours and you’re not getting back till 5 p.m. … the structure of high school is going to be fundamentally changed,” said Lagoni.

Nonetheless, many students juggle both advanced courses and work experience.

“They say, I don’t want to give up my CTE pathway because I want to explore that as well.

But they want the rigor in their core content,” said Dodd of IPS students.

In most cases, it’s possible for students to do both, Dodd said, though some career programs — like cosmetology — have requirements that make scheduling more challenging. Typically, they take College Core classes to meet their core content requirements, like English and math, and then use their elective periods to take CTE courses.

During her last year of high school, Kimari Johnson had a packed schedule.

Mornings were for high school classes at Crispus Attucks High School in Indianapolis, while in the afternoons, she worked on college-level courses toward her associate degree.

Two days a week, her mother, Kellee-Marie Johnson, drove her to work after school as a Certified Nurse Aide (CNA). And on the days Kimari didn’t work, she played soccer or ran track — which she described as a break before going home to study.

The work was overwhelming at times, she said. But it was also an opportunity to explore what she wanted to do after high school. For her mother, these free opportunities through Indianapolis Public Schools would help defray the future costs of college.

The payoff was threefold: Kimari graduated with a high school diploma, an associate degree from Ivy Tech, and a CNA license. She’s now headed to Southern University to study business management.

“I would say take any opportunity that is presented to you,” Kimari said of her advice to other students. “Take those classes seriously, because not everyone gets this chance.”

Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at  [email protected] .

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Build Your Own High School: Phoenix Students Choose from 500 Classes, Internships, College Courses, Career Programs & More

At phoenix union city, high school doesn’t refer to a building but a personalized path of experiences that teenagers create for themselves..

Updated Aug. 8

Yaritza Dominguez glanced at her car’s odometer, which was showing one of those numbers that sticks in a person’s memory: 123,456. A month later, she’d added 3,300 miles. 

Dominguez’s 2013 Camaro serves as a kind of rolling office, the linchpin of her academic plan. A complicated tangle of chargers sprawls across the console between the front seats, which are stacked with files. Rosaries hang from the rear-view mirror.

“Since I’m on the road all day, I cannot let my phone die,” says Dominguez, 16, a rising senior at one of the country’s most innovative high schools. PXU City HS has no physical site — its 83 students create custom programs, choosing from a menu of some 500 options from Phoenix Union High School District’s bricks-and-mortar schools; its online-only program, internships; jobs; college classes; and career training programs.

The Camaro enables Dominguez to navigate this dizzying array of choices. When school starts up next week, every morning she will drive five miles to a high school in the city’s redeveloped Midtown district for two hours of classes. By 10:30, she’ll head home for lunch and log on to the few courses she needs to graduate. By 3, Dominguez will be on the road to Surprise, a far northwestern suburb about 30 miles away, where she is enrolled in a dental assistant training program. If she’s lucky and traffic has died down, she will be home again on the west side of downtown Phoenix by 7:10.

A decade ago, Phoenix Union was a plain-vanilla district of high schools facing the same problems as many large, impoverished school systems. With open enrollment and more than 20% of students attending public charter schools, Phoenix offers families lots of options, and the district didn’t have much that was attractive enough to make it competitive. 

Enter Chad Gestson, who recently ended an eight-year run as superintendent . In 2015, he announced a plan to operate 25 schools by 2025, with a goal of offering distinctive options throughout the district. In addition to comprehensive high schools with their array of athletics and extracurriculars, there would be medium-sized schools with attractive career and academic focuses and small, personalized microschools to choose from. Many of the new programs would be located in poor neighborhoods in the sprawling city, with free transportation for all students.

Phoenix Union was in the midst of a wholesale redesign when COVID-19 forced schools to close. Fortuitously, a fully online school was in the works, so the district was able to adjust to virtual classes relatively quickly.

But in the process, it became clear just how many high school-aged students were working, caring for siblings, filling in for their parents or significantly behind — or ahead and bored — academically.

As Gestson took it all in, he concluded the original redesign plan didn’t go far enough. PXU, as the district had restyled itself, needed to give up the idea of high school as a building where students spend a certain number of hours a day, for a set number of years, until they graduate.

For 60 years, experts had bemoaned the concept — central to the very DNA of the American high school — that being physically present in a prescribed set of classes for a defined amount of time adds up to a quality education. A few individual schools, particularly charter and private schools, have broken the mold. But most large-scale efforts to get rid of seat time and the bell schedule — the system where everyone moves in lockstep through a standardized sequence of in-person classes, regardless of their interests — run into a thicket of red tape. 

Gestson’s decision to go bolder got a boost from the Arizona legislature, which freed school systems to innovate. But even more important, he says, was the realization that lots of COVID-era teenagers were no longer interested in a traditional high school.

So far, it seems to be working. Last fall, PXU surpassed its highest single-day enrollment in over a half-century. On state report cards, the district has more A- and B-rated schools than ever before and, for the first time, none rated D or F.

“The pandemic gave us an entree,” says Gestson. “It enabled us to go to a system with no limits.” 

If PXU City works as well for all its students as it does for Dominguez, he adds, every high school in the district ought to throw away the bell schedule and offer a truly personalized education.

‘ Lots of light and pure water’

The Phoenix Union district itself was born 125 years ago as a different kind of bold experiment.

Completed in 1910, Phoenix Union High School’s Domestic Arts and Sciences building was intended to make a grand statement. Not yet a state, Arizona was then dotted with tiny schoolhouses serving young children, most of them destined for jobs farming or performing physical labor. Previously, the territory’s entire high school student body had been wedged into four classrooms in an elementary school. 

In contrast, every Beaux Arts detail of the new, modern secondary school reflected the nation’s burgeoning love affair with public high schools. Designed by Norman Foote Marsh — the architect who replicated Renaissance-era Venice in Southern California — its grand entrance was framed by neoclassical columns supporting a soaring cornice. The structure was supposed to anchor a multi-building complex — “a well-ventilated campus with lots of light and pure water,” as Arizona State University historians noted .

Inside, classrooms were appointed to facilitate the study of everything from literature to skilled trades, the menu of offerings that would come to characterize comprehensive high schools throughout America for the next century.

The grandeur sent a signal. At the turn of the 20 th century, schooling for most U.S. children ended in eighth grade. But rapid changes in technology sparked demand for literate workers. Recognizing the prosperity that higher-skilled jobs could bring, employers and families alike clamored for more public secondary schools. 

Leaders rushed to open schools to prepare young people for this new economy, igniting the era historians call the High School Movement . In 1910, just 19% of American teens were enrolled in what was a small number of high schools. By 1940, 71% of Americans ages 14 to 18 were attending.

As the numbers of high school buildings and students rose, so did the desire among employers and colleges for a uniform definition of what a diploma signified. The trustees of industrialist Andrew Carnegie’s newly created Carnegie Foundation for the Advancement of Teaching proposed a set of standards: 120 hours of exposure to a subject should equal one credit. To graduate, a student should earn at least 14 credits in four years. Thus was born the Carnegie Unit, now better known as seat time, used to calculate everything from the length of an academic year to the amount schools would be reimbursed for their services.  

For several years, Phoenix Union High School was the only secondary school in the area — and the largest school, enrollment-wise, west of the Mississippi. When more high schools were eventually built in other parts of the fast-growing city, what had begun as a single school became the Phoenix Union High School District. 

The school system today would be unrecognizable to the architects of the original domestic arts building. In the 2022-23 academic year, Phoenix Union served almost 29,000 students spread across the city’s 500 square miles. Some 90% are low-income and nearly as many are Latino. Students speak more than 100 languages and represent 50 tribal communities. 

Phoenix Union does not face many of the same problems as other large, urban districts. Enrollment has not declined — partly because of the city’s boomtown status. Despite Arizona’s low per-pupil funding, the school system is fiscally sound. It attracts veteran teachers and pays them well above the state average. The community repeatedly votes for bonds that enable the district to build, renovate and equip modern facilities.

At the same time, Phoenix Union is confronted with numerous challenges. Arizona’s wide array of school choice options makes it compete for students with wealthier neighboring districts, tax credit scholarships for private schools and one of the nation’s largest charter school sectors.

As recently as a decade ago, Phoenix Union’s graduates were attending college in low numbers and earning degrees at even lower rates. Students were not leaving high school equipped for middle-skills jobs — well-paid positions in growing fields that don’t require a four-year degree. 

A fervent believer that it was time to reimagine high schools, Gestson had been a principal himself. While head of his district’s Camelback High, he had started some specialized academic programs. As a result, he knew redesign efforts were fraught with contradictions.

Worried their kids will slip through the cracks in a large student body, many families want small schools. But they also want the clubs, sports and other opportunities a big high school can offer. Some want career training programs that will lead to a good job immediately after graduation, while others want college prep. Phoenix Union, he believed, needed to become all things to all families.

“There is still magic in large, comprehensive campuses,” says Gestson. “Lots of kids in this country go to school not for math but for theater or the chance to go to MEChA [ El Movimiento Estudiantil   Chicano de Aztlan, a national Mexican-American club] or the Black student union.

“The challenge was to take large schools and make them feel small.” 

When he took over as superintendent, the district had 11 high schools and three schools serving students with disabilities or who were significantly behind academically. When he stepped down last spring to start an education innovation research organization at Northern Arizona University, the district was operating 24 schools: the 11 comprehensive high schools, six small specialty schools, three microschools, the three alternative programs and an online-only school.  

Phoenix Union now includes four small high schools with specific themes: law enforcement and firefighting; coding and cybersecurity; the college-preparation program AVID, which stands for Advancement Via Individual Determination; and a bioscience school. In the fall, Phoenix Educator Preparatory will welcome its first students.

Uniquely, the district also operates microschools, standalone programs housed in wings of existing high schools. There is one of the country’s only Montessori high schools, a microschool geared for students working toward admission to highly selective colleges and a gifted and talented academy. 

The existing big high schools have been reconfigured. Metro Tech, for example, now is a career-technical education magnet offering 19 workforce training programs. South Mountain is home to distinct programs focused on media arts and design; science, technology and aerospace; and public and social services. At North High School, students work with an adviser to choose their own classes instead of following an established sequence.  

Each high school also has a freshman academy, intended to accomplish several things. To help them take advantage of the district’s specialty programs, ninth-graders are exposed to a variety of career and higher ed options and given the skills to navigate an individualized path. Because they come from 13 K-8 school districts within Phoenix and dozens of public charter schools, it helps them acclimate to PXU. Once students have an idea of what interests them, they can switch schools.

When creating the menu of options, district leaders ignored the temptation to locate popular programs in the city center — a tactic used by many school systems in the name of efficiency that typically excludes the students with the fewest resources. 

For example, Phoenix Union’s gifted and talented program is located on the city’s west side, home to a number of disadvantaged neighborhoods. Transportation anywhere is free for district students, with some able to count on yellow school buses or passes for public transit. 

District leaders were at work creating a fully online school, Phoenix Digital, when the pandemic hit, and when schools closed to in-person learning, having a system for remote schooling was a godsend. As face-to-face classes resumed, however, it became clear that a digital option would be key to Phoenix Union’s ability to offer every student a truly personalized high school experience. 

A just-right school 

When Dominguez started high school in fall 2020, COVID was raging and Phoenix Union classes were online. She flew through the material, but she was lonely. 

“I was like in a bubble,” she says. “I was alone in my room. I had a dance class, and I had to dance in my room in front of my camera.”

She enrolled at North High School when in-person instruction resumed. There were clubs and activities, but the classes were too slow for her. 

Like the rest of her family, Dominguez has a work ethic on steroids. Her grandparents immigrated from Chihuahua, Mexico, supporting their daughter when she became a single mother at 15 in the hope that their grandchild could continue her education past high school. 

Focused and ambitious, Dominguez knew at an early age that she wanted both to work in the dental field and have a creative side hustle. Until recently, she earned extra money by setting up dessert tables at parties on weekends and selling candy at events. 

Headed into her junior year, she was leaning toward transferring to Phoenix Union’s then-new full-time digital school in hopes of also attending a two-year dental assistant program. That way, she could get the prerequisites for her degree out of the way while she was in high school and finish a four-year training program in two years. 

Then, Dominguez’s mother heard about PXU City. She plunked down $1,500 for the girl’s first semester of dental assistant school, bought the Camaro and ordered her to stop working at weddings and quinceañeras .

“My family is like, ‘Your job is not a necessity. If you’re not going to do well in school, you’re going to quit that job,’ ” Dominguez says, adding — with an almost imperceptible eye roll, “My mom also needs me to be a teenager.” 

Sitting through hundreds of hours of classes that, for her, moved at a crawl would waste Dominguez’s time. But it would also not give a future employer so much as a glimmer of information about her focus and drive. 

For decades, researchers had known that the Carnegie Unit was a poor proxy for quality of education and a student’s skills and aptitudes. But despite general agreement that the credit hour had outlived its usefulness, getting rid of it seemed all but impossible.

COVID’s arrival upended seat time overnight, forcing states and school systems to rethink, at least temporarily, everything from what counts as attendance online to how to ensure that homebound seniors had enough credits to graduate.

Like many states, Arizona had allowed school districts to tweak their approaches to seat time even before the pandemic. But securing permission to truly experiment — to replace conventional lessons with hands-on projects, give students credit for independent study or internships, let them demonstrate mastery of a subject instead of logging time in class, blend remote and in-person instruction, create individualized schedules — was still cumbersome.

Because schools got state funding for documenting Carnegie Units, innovation was disincentivized. To count for credit, for example, a high school class had to meet for at least 123 hours a year, regardless how long it took to cover the material. Students had to take four such classes, even if a larger number of shorter courses would better suit their needs. And because many laws governing online schools were aimed at regulating troubled, low-quality education companies, few policies encouraged expansion of remote learning. Similar inflexibility stymied innovation in transportation, food service and technology.

Then, in 2020 and 2021, Arizona legislators allowed districts to adopt local policies enabling more flexibility but ensuring that the freedom to design different kinds of learning did not mean students received less instruction. 

Until her recent appointment as Virginia’s deputy secretary of education, Emily Anne Gullickson was head of A for Arizona , a nonprofit focused on school quality. Once the pandemic forced the state to build flexibility into its seat-time laws, she says, districts “were able to come back and say, ‘Don’t take it away.’ ”

Lawmakers also created a $55 million fund for schools wishing to explore alternatives to yellow buses and, for the first time anywhere, allowed for public microschools, which Gullickson envisions as appealing to families and teachers alike. “Arizona is no different than other places in having a mental health crisis,” she says, “and having those very small, safe environments will definitely allow us to keep some very high-quality educators.” 

During the pandemic’s school closures, Gestson asked every district employee to check in with 10 families every day. After surmounting their first big challenge — not knowing how to reach many students — educators started using these newly strengthened relationships to understand the difficulties kids and families faced.

Now, students at PXU City, which opened last fall, are encouraged to attend daily morning advisory groups online. Staff meet weekly to review each student’s progress. This, for example, was how a counselor realized Dominguez was not speeding along independently in math the way she does in other subjects. To help, she got regular coaching. 

In its first year, the school was a very lean operation, says Principal Leah McKiernan: two licensed educators and three support staff brainstorming transportation, troubleshooting schedules and making sure students had the kind of solid relationships with PXU adults that would keep their autonomy from devolving into disarray. Next year, with the addition of two new staffers, PXU City adults will visit students at their job, college and internship sites.  

In many ways, the challenges PXU City’s staff are thinking through mirror the issues that the district’s other schools are grappling with as they move away from bell schedules. A good example is Bioscience High School, located a block south of the original Phoenix Union High School building. 

With capacity for 400 students, Bioscience is the oldest of the district’s small, themed specialty schools. Instead of sitting at desks for a prescribed number of hours, students are required to spend time at nearby engineering and biomedical facilities — including an adjacent research campus where the 1910 Domestic Arts and Sciences building still stands. 

To make time for these outside experiences, students typically complete most of their graduation requirements before their senior year. Teachers set each grade level’s schedule according to what they want students to focus on during a year or a term, says Principal Neda Boyce. But they can put the calendar aside if, for example, students need extra time for projects. 

Starting in their freshman year, all students work on annual, year-long projects where they research a real-world problem, create an intervention and evaluate its effectiveness. One engineering group turned a plot of sunflowers growing behind the school into biofuel and then built a car that ran on it.

Camelback Montessori is a 150-student microschool located in an airy, self-contained wing of a 2,200-student high school. Teachers work in teams to make sure students are engaged in interrelated lessons as they move between subject-specific classes. Dictated by the instructors’ personalities, some classrooms are hushed while others buzz with motion.  

Kids work with the same teachers for all four years, fostering close relationships. The school sees the pillars of the Montessori philosophy — hands, heart and head — as highly effective in guiding students’ self-discovery.

“Hands” includes experiences such as an all-school kayaking trip to learn about the ecosystem. To satisfy the “head” component, all classes are honors-level. The work of the “heart” includes Socratic seminars and close attention to mental health.

“You don’t recognize all of the possibilities until you see what the kids figure out about themselves,” says Principal Danchi Nguyen. “We always say we want you to see what your role is.”    

Coming online this fall, Phoenix Educator Prep may be the district’s most audacious effort to integrate a specialty school with the larger community. It will train future teachers, school counselors and psychologists, as well as encourage students to have not just the vocation of working in a school, but to study something else — like art, music or botany — that they are passionate about. 

After a freshman year dedicated to a smooth transition to high school, Principal Alaina Adams says, students will begin earning an associate degree in their chosen educator track. Upperclassmen will use a version of PXU City’s flexible model to get as far as they can in higher ed, in partnership with one of five Arizona colleges.

Graduates will be encouraged to complete teaching residencies — year-long, hands-on training — at Educator Prep, where they will have financial and logistical help with housing, transportation and other issues that challenge new teachers with low starting pay.   

Later, Adams hopes to position Educator Prep grads to earn two BAs in three years so the would-be teachers can explore their own passions, too. She says she hears over and over that having a “side hustle” is energizing to the current generation of students and educators alike.

“You have to do a lot of listening,” says Adams. “You have to accept that they want more. They want options. They want to change the world.

“It’s turned into a really fun dreamfest for us.”  

‘The best of both worlds’

In April, PXU City held a rare all-school assembly. Dominguez was one of 32 students who showed up to spend the day in a glass-walled conference room in the basement of the district’s administration building, participating in leadership and team-building workshops put on by civic and district leaders. 

Like Dominguez, some kids drove, while some used public transit. McKiernan and PXU City’s other four staffers picked up others using vans the district had purchased to help move students around the community during the school day. 

The aroma of lunch — Cane’s chicken fingers — lingered as students shifted their attention to an exercise in decision-making and how one’s perceptions can sometimes make it hard to see all options. It was being led by the district’s chief talent officer. Other speakers of the day included Gestson, the vice mayor and an executive from the Mayo Clinic. 

The different sessions focused on the so-called soft skills — cooperation, negotiation, self-advocacy, etc. — that students need to navigate learning opportunities outside a conventional school setting. But they also gave PXU staff a chance to cement the personal relationships that are the glue that makes sure whatever students are doing in place of earning Carnegie Units is purposeful.

Indeed, the Carnegie foundation is tracking a handful of school systems trying to devise meaningful replacements for seat time. One goal is to find ways to evaluate mastery that go beyond measuring how much classroom instruction students retain. With its portfolio of schools offering opportunities to learn on college campuses, at research organizations, by working on projects and at job sites, the Phoenix district — and especially PXU City — is closely watched.

The confab had started to wind down when Dominguez got a text from her mother asking if she could pick up her baby brother. As luck would have it, her dental instructors were doing professional development that day, so she had a rare opportunity to take the boy home and play with him. 

Though Dominguez has zero interest in going back to a conventional high school, she was pleased by the assembly. She got to see several friends — including a girl she bonded with virtually during her online dance class — and spent time with the counselor who is helping her with math.

And she got a little encouragement to start thinking about the fall, when, as a senior, she’ll have less than two hours a day following a conventional class schedule. 

“I like a fast-paced life,” she says the next morning, parking the Camaro for a brief moment to grab a latte. “This school, it’s the best of both worlds.”   

Disclosure: The XQ Institute, which has partnered with the Carnegie Foundation for the Advancement of Teaching to explore alternatives to the Carnegie Unit, provides financial support to The 74 .

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Beth Hawkins is a senior writer and national correspondent at The 74.

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Phoenix Teens Build Their Own High School Program From 500 Class, Career Options

By Beth Hawkins

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Things You Should Know Your First Year as a High School Counselor

Having a plan for your career can help you know what to expect in the role and how to navigate likely challenges.

As many new counselors and educators prepare to start their career, they need a mentor and an entry plan to get ready for a productive year. Counselors help students and families by serving as a resource . 

When I interned many years ago, my supervisor Charlie Riccio was an amazing counselor. He cared deeply for all students, kept snacks in his office for students, was visible, and spent quality time with each student who walked in his door. Many years later, I never forgot the strong foundation I received from that school.

Similarly to building a house, as counselors build the foundation for their career, it’s essential to use quality tools and start construction with a multiphase plan. 

Phase 1: Prep and Foundation

Building strong relationships with your students is key. When I recently visited a history class, I noticed that the veteran teacher spent the first 10 minutes checking in with students—asking about their day and families. The students were engaged and appreciated his interest in them. Another teacher has students play hacky sack in the hallway for 10 minutes before class starts. These activities build community and connections with students.

Some foundation tools include looking students in their eyes, being present, and being visible when you can in the hallways and community (some students may want to talk when they see you). When something seems different or concerning about a student, follow up. Trust your gut feeling. I recently asked a student about why they had been absent so often. I didn’t judge—I showed empathy and genuine concern. Find meaningful ways to connect with students. Ask students about their interests and their story. Find what works for you. I have blow pops and a basket of fidgets in my office. They’re very popular with students. 

Phase 2: Framing

Prioritize networking. Over the years, I’ve become the go-to counselor for internship opportunities, scholarships, summer programs (free), and jobs. I’ve built relationships with supervisors at our school, college admissions representatives, and employers, and I’ve researched free opportunities for first-generation low-income and other students. 

These are two of my favorite resources:

• The Matchlighters Scholars Program
• College Greenlight: Fly-In and Diversity Programs

Find out who has your back and show appreciation for them. You’ll quickly learn who your true supporters are. Who checks on you to answer questions and shows genuine interest? My first year, a counselor sat down with me, brought in a copy of the master schedule (courses), and made sure I knew what I was doing. One counselor I know asks multiple people the same question to see what makes the most sense. Ask for a timeline for the year so you can plan.

Give yourself some grace—no one is perfect. Don’t fear failure; it’s a lesson. I honestly hate making mistakes. However, I’m human, and we all make mistakes. Think about what happened, reflect, talk about it, and let it go. We can learn valuable lessons from our mistakes.

Answer calls and emails in 24–48 hours if possible. Parents and guardians want communication from the school. Don’t react to angry emails and calls. In the beginning of my career, I thought the emotional communications were directed at me. Over time, I learned to listen to the message and not personalize the tone or frustration. These calls and meetings got easier over time with experience. Talk to others who feel comfortable with difficult conversations and can offer suggestions. Sometimes I ask, “Would you like me to listen, offer suggestions, or share my thoughts?” Find out the reason for the call and stay calm. Also, wrap up conversations with people who are not respecting you. 

Phase 3: Build Out

Take lunch. Seriously, you need a break. For years, I did not take a lunch break, stayed late, and even worked on the weekends and nights. Sure, there may be times when you need to work outside of the workday. However, if you’re always working, consider ways to restructure your workday. Prioritize your peace and maintain good boundaries. You are doing the best you can.

Seeking help is a sign of strength. Reach out to your supervisor, talk to other counselors, and build a community of support. I’ve worked with many effective supervisors over the years, some of whom were my mentors and role models. Whenever I collaborated with someone I admired, I asked if I could meet with them to brainstorm or ask questions. 

Phase 4: Final Stages

Professional development, training, and education never end. I recently attended a restorative practice training for two days. The trainer was amazing, and the content was very powerful and practical. We left the training with new connections, new tools, and new information that could be used both professionally and personally. Whether it is listening to a podcast, watching a training video, taking a class, or attending a workshop, professional development and continuous learning are essential for all educators.

Thank-you notes go a long way. I had an intriguing conversation with a student recently. We talked about the college search and internships (I think real-world experience is key). Of the many suggestions I shared during this meeting, one included sending thank-you notes (old-fashioned handwritten notes) to important people he met along the way. A week later, he sent me a card.

Phase 5: Inspection

Understand your benefits. Meet with someone from your union or benefits team who can answer questions. I told a colleague about graduate assistantships at a local college. He applied and received an assistantship that would save him money. Apply for grants offered through professional organizations (and your school) to attend conferences. They are great networking opportunities, and the sessions are informative. Some graduate programs will accept ASCA (American School Counselor Association) courses in lieu of graduate courses (big savings). You can also check the federal Public Service Loan Forgiveness Program to see if you qualify. 

After building a strong foundation and structure for your first year, make positive connections with members of your community. You’re there for a reason and can make a difference. Good luck—I’m rooting for you.

Alternative STEM education: free, short-term programs offer non-college path to tech jobs

BROOKLYN, N.Y. − Almost two years ago, Isaiah Hickerson woke up in the middle of the night from a dream that he was a coder .

The dream was totally random; he didn’t know a thing about coding. He had a job answering phones in the grooming department at a PetSmart in Miami. After hours, he was trying to figure out what to do with his life. At 23, he’d taken some community college classes in business and biology. He was lukewarm on both.

“I just felt empty,” Hickerson said. “I wanted to do something different, but I just didn’t know what it was. I didn’t have a passion for anything. And I didn’t know what passion felt like.”

He knows it sounds far-fetched, but the dream changed him. Moments after he woke up, he was online trying to grasp what it meant.

“I literally got up right from there, 2 in the morning, probably 2:05,” he said. “I remember the whole entire timeline because this is what shifted − my dream is what brought me here.”

By “here,” Hickerson means the Marcy Lab School in Brooklyn, New York, where he’s nearly finished with a one-year software engineering fellowship program. It’s not a college or a pricey tech boot camp, but a nonprofit, tuition-free program designed to help students from historically underrepresented communities − like Hickerson, who is Black − get high-paying jobs in tech.

Across the country, colleges and universities offer scores of programs to help students from underrepresented groups succeed in STEM education . Far less common are independent nonprofits that focus on students who don’t have the resources to go to college, don’t want to go to college or don’t believe they can succeed in a STEM program. These nonprofits offer short-term training programs, for free, and help with job placement .

Two prominent examples, on opposite coasts, are the Marcy Lab School and Hack the Hood , in Oakland, California. Hack the Hood conducts 12-week data science-training programs and has recently partnered with Laney College, a community college in Oakland, to offer students a certificate of achievement in data science.

Data from the National Center for Science and Engineering Statistics shows that Black and Latino people earn science and engineering bachelor’s degrees at a disproportionately low rate , are underrepresented in the STEM workforce , and earn lower salaries in those jobs than their white and Asian peers.

Achieving better representation means finding students the academic and financial assistance they need. The financial resources needed to pursue a four-year STEM degree − or even a two-year degree − can be prohibitive. Opening up shorter avenues that are free or less expensive than for-profit boot camps can help. Programs designed for these students give them the training needed to have a shot at competing for STEM jobs with salaries that can lead to economic and social mobility. Both the Marcy Lab School and Hack the Hood are nonprofits funded by donations from philanthropic groups.

These programs have value if they allow people to get just one step further than they would have gotten without the training, said Weverton Ataide Pinheiro, an assistant professor in the College of Education at Texas Tech University. “We know that they will only be able to compete if they have certain training, and they might not be able to pay (for it),” he said.

Reuben Ogbonna, one of the Marcy Lab School’s co-founders, said his team has established partnerships with tech companies to get software engineering job opportunities for Marcy students when they finish the program and to consider them even for roles that would typically require a bachelor’s degree.

Since the school opened in 2019, roughly 200 students have completed the program. In the first three years, about 80% graduated, and about 90% of those who graduated landed jobs in STEM with an average salary of $105,000 per year, according to Ogbonna. But in the past two years, during what Ogbonna called a tech recession, it’s been more difficult to get jobs; this year, six months after graduating, about 60 % of graduates had jobs, he said.

But by pursuing an education at Marcy rather than a four-year college, students get three extra years to earn money, build their savings and accrue wealth, Ogbonna said. And they won’t have loans to pay off.

“We’re trying to reverse a really big problem that’s been around for a long time,” he said. “If we can get wealth in the hands of our students earlier, it can come out exponentially (later) for the communities that we’re serving.”

Hack the Hood serves students between the ages of 16 and 25 and, in addition to the technical curriculum, teaches about racial equity and social justice issues, said Samia Zuber, its executive director. These parts of the program help prepare students to confront issues such as imposter syndrome when they enter the workplace, she said, and to think critically about the work they are doing. For example, they teach students about racial bias in facial recognition software and the implications it can have.

“It really opens your eyes and makes you want to change it,” student Lizbet Roblero Arreola said about the misuse of facial recognition data. “For me personally, I want to be somebody in those companies that doesn’t let that happen.”

Going to college was never a given for Roblero Arreola, a 24-year-old first-generation Mexican American. When she became pregnant with her first child shortly after graduating from high school, she decided to keep working, in customer service jobs. Last year, after the birth of her second child, she saw a friend post online about Hack the Hood. She’d been thinking about going back to school, and it seemed Hack the Hood might ease her transition.

Arreola said the Hack the Hood team helped her with the steps needed to enroll at Laney College, including how to apply for financial aid. After she finishes her associate degree in computer programming at Laney, she hopes to transfer to a four-year college and earn a bachelor’s degree. Eventually, she’d like to build a career in the cybersecurity field.

These programs also serve students like Nicole Blanchette, an 18-year-old from a rural community in Connecticut, who chose Marcy Lab School over a traditional college experience.

Blanchette’s father has an associate degree, and her mother, who is Filipino, didn’t pursue postsecondary education. During her senior year of high school, Blanchette became intrigued by a career in tech but hesitated, she said, because “the stereotypical computer science student does not look like me.”

But an ad for Marcy Lab made her think a career in tech was possible. She did the math and found that one year of living in New York would be cheaper than attending any of the colleges she’d gotten into, even with financial aid. She convinced her parents to spend the money they’d saved for her education on her living expenses while she attends Marcy.

Ogbonna and Marcy Lab’s other co-founder, Maya Bhattacharjee-Marcantonio, both started out as teachers and recruited the first class of Marcy students from their personal networks and local community organizations. Now, about 30% to 40% of Marcy Lab’s students come straight out of high school.

For Hickerson, who first thought about coding after having that vivid dream, the idea that he didn’t know what passion felt like is a distant memory. Now, when he talks about what he’s learning and the career he hopes to build in software engineering, he doesn’t ever seem to stop smiling.

This story about STEM education programs was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education.

Highlights From the 2024 Care of the Athletic Heart Course

Aug 01, 2024   |   Arjun Kanwal, MD ; Eli M. Friedman, MD, FACC

Expert Analysis

Quick Takes

• Care of the Athletic Heart is an American College of Cardiology course centered around sports cardiology and athletes' heart.
• The 2024 course sessions centered around electrocardiogram interpretation and arrhythmias, masters athletes, prevention of sudden cardiac arrest, return to play, imaging in athletes, tactical athletes, and exercise at extremes.

The American College of Cardiology's (ACC) Care of the Athletic Heart is a yearly course focusing on exercise and sports cardiology. The course sessions include management of athletes with cardiovascular (CV) disease, debates on return to play, and discussions on advocacy for cardiac safety in the community. Here, we provide an overview of the 2024 course sessions.

Sports Cardiology – The Dawn of a Great Era

• The field of sports cardiology has evolved from a focus on preventing sudden cardiac death (SCD) to promoting safe participation in exercise. It is rapidly evolving to use promotion of physical activity as a form of prevention.
• Sports cardiology is evolving from a paternalistic approach (i.e., disqualification decisions based on limited data) to a focus on shared decision making (SDM) given the progress in understanding risk phenotypes and the focus on preemptive emergency action planning.
• Given the increasing complexity and individualistic nuances, competency standards in training and certifying sports cardiologists is likely needed.

Electrocardiogram Interpretation in Athletes

• Electrocardiogram (ECG) screening has shown mixed data on decreasing the incidence of SCD. An Italian study showed a significant decreased incidence of SCD after screening 1 while a similar Israeli study showed no change on risk of SCD after screening. 2
• ECG screening was found to have a significantly higher sensitivity for echocardiographic abnormalities than history and physical examination alone. 3
• Previously, anterior T Wave inversions from V1-V4 have been thought to be limited to Black athletes and thus dubbed the "Black athlete ECG pattern". However, there is emergence that this pattern may exist in athletes of all races, rather than only in Black athletes. More research is needed to better understand this pattern while being careful not to use self-identified race as an impetus for further testing.

CV Care in Masters Athletes

• Runners have been found to have more coronary artery calcium (CAC) when compared to sedentary controls, with CAC increasing proportionally to metabolic equivalents per week. 4
• Recent data has shown lifelong endurance athletes had more coronary plaques, including more non-calcified plaques in proximal segments, than fit and healthy controls. 5
• Masters athletes with traditional risk factors for coronary disease should be appropriately counseled on their risk. The cardiologist should consider reluctance to statins in this population, as well as the effect of beta blockers or diuretics for hypertension given their effects on exercise.

Prevention of Sudden Cardiac Arrest in Athletes

• Black athletes have been shown to have a three to seven times higher rate of SCD, decreased rate of survival after SCD, increased false positive ECG screening rate and a higher incidence of left ventricular hypertrophy than non-Black athletes. 6
• Preparticipation physical examination (PPE) and emergency action planning (EAP) are cornerstones to improving athlete safety. EAPs are fundamental in saving an athlete with SCD.
• The contemporary approach to preparticipation screening enables athletes with a positive screen to undergo diagnosis, risk stratification and management with subsequent, timely SDM on potential return to play based on cardiac risk, and athlete/family values and preferences.
• ECG screening of athletes during PPE remains the subject of discussion. There is consensus that mass screening should not be mandated. Professional, college, and high school leagues all have different screening methodologies.
• The Smart Heart Sports Coalition , of which the ACC is a member, advocates for all 50 states to adopt evidence-based policies that will help prevent fatal outcomes from sudden cardiac arrest (SCA) among high school students.

SDM and Returning to Sport Participation

• The field of sports cardiology continues to evolve with a SDM approach being the hallmark.
• It is the duty of the sports cardiologist to inform the athlete and all stakeholders of the diagnosis and its associated potential risks, both of continued participation and the risk without sport participation. Once all stakeholders understand the potential risks involved as well as their respective likelihoods, the sports cardiologist should aid the athlete in their decision regarding return to play.

Imaging in Athletes Heart

• Athletic adaptations to the heart can vary in athletes depending on sport and position within the sport.
• Right ventricular and left ventricular chamber size are often proportionately enlarged in athletes, however overall ejection fraction typically remains preserved. 7
• Left ventricular thickness may be increased in athletes. Exercise related remodeling, however, is unlikely to yield >15mm in males and >13mm in females.
• Athletes will often have supra-normal diastolic function with small A waves and increased medial and lateral e' velocities.

CV Care of the Young Athlete

• 1-2% of athletes will have an 'enlarged' aorta, but it is rare for the aorta to be >4.2 cm in this population.
• Sport participation does not seem to accelerate aortic enlargement in those with bicuspid valves. 8
• Genetic testing in athletes can be important when used in conjunction with clinical screening. If a screening test is positive, genetic testing may help to establish a true diagnosis as well as to risk stratify chances of SCA. However, the implications of a positive test must be considered before the test itself is competed.
• Routine and widespread genetic testing is NOT recommended in athletes.

CV Care for Exercise in the Extremes

• High altitudes can cause a decrease in exercise capacity by 1% for every 100m over 1500m.
• In hypertensive patients, severe hypertension may occur at altitude due to sympathetic activation leading to peripheral vasoconstriction.
• Altitude may exacerbate ischemic heart disease due to a combination of decreased oxygen delivery and vasoconstriction.
• Immersion in cold water can increase myocardial oxygen demand, central venous return, and peripheral vasoconstriction which may lead to immersion pulmonary edema. 9
• There is no sufficient evidence to screen for or close known patent foramen ovale in asymptomatic individuals partaking in scuba diving.

CV Care in the Tactical Athlete

• Tactical athletes are those whose occupations require a high demand for speed, strength, and agility with a focus on service, rather than competition. Often performance is required under life-threatening conditions and outcomes are based on survival of themselves and others.
• Tactical athletes in various fields experience increased risk of SCD across age groups.
• Contrary to general athletes, the decision of return to service of tactical athletes is often a more paternalistic approach, given the stakes involved.

Arrhythmias in the Athlete

• Endurance exercise is associated with increased risk of developing atrial fibrillation.
• Singular pulmonary vein isolation (PVI) has not been shown to decrease exercise capacity. However, with multiple PVI ablations there may be potential for stiff left atrium syndrome, resulting in decreased exercise capacity via decreased left atrial compliance, and in turn elevated post capillary pulmonary pressures.
• The Heart Rhythm Society recently published a consensus statement on arrhythmias in athletes intended to guide in the diagnosis, treatment, and management of arrhythmic conditions in the athlete with the goal of facilitating return to sport and avoiding the harm caused by restriction.
• Corrado D, Basso C, Pavei A, Michieli P, Schiavon M, Thiene G. Trends in sudden cardiovascular death in young competitive athletes after implementation of a preparticipation screening program. JAMA 2006;296:1593-601.
• Steinvil A, Chundadze T, Zeltser D, et al. Mandatory electrocardiographic screening of athletes to reduce their risk for sudden death: proven fact or wishful thinking? J Am Coll Cardiol 2011;57:1291-96.
• Baggish AL, Hutter AM, Wang F, et al. Cardiovascular screening in college athletes with and without electrocardiography: a cross-sectional study. Ann Intern Med 2010;152:269-75.
• Aengevaeren VL, Hopman MTE, Thompson PD, et al. Exercise-induced cardiac troponin I increase and incident mortality and cardiovascular events. Circulation 2019;140:804-14.
• De Bosscher R, Dausin C, Claus P, et al. Lifelong endurance exercise and its relation with coronary atherosclerosis. Eur Heart J 2023;44:2388-99.
• Petek BJ, Churchill TW, Moulson N, et al. Sudden cardiac death in National Collegiate Athletic Association athletes: a 20-year study. Circulation 2024;149:80-90.
• D'Ascenzi F, Pelliccia A, Solari M, et al. Normative reference values of right heart in competitive athletes: a systematic review and meta-analysis. J Am Soc Echocardiogr 2017;30:845-858.e2.
• Schreurs BA, Hopman MTE, Bakker CM, et al. Associations of lifelong exercise characteristics with valvular function and aortic diameters in patients with a bicuspid aortic valve. J Am Heart Assoc 2024;13:e031850.
• Bove AA. Diving medicine. Am J Respir Crit Care Med 2014;189:1479-86.

Clinical Topics: Sports and Exercise Cardiology

Keywords: Sports, Sports Medicine, Athletes, Decision Making, Shared

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