high school coursework meaning

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Sat / act prep online guides and tips, the complete list of high school classes.

Coursework/GPA

Are you wondering which classes to take in high school? Do you want to find out what courses may be offered for each subject?

We've compiled a complete list of high school classes for you to see all the possible course options high school students may have. We'll cover everything from science and math to electives and the humanities.

How to Use This List

This list was created by researching the classes offered at numerous high schools , both public and private, across the country. Classes are alphabetically organized by subject. While there is a separate section for AP classes at the bottom of the list, other varying levels of difficulty for the same class, such as "honors" or "introductory", were not included in order to make reading the list easier.

This list's purpose is to show you all the possible class options you may have as a high school student. You can use it as a starting point for doing a more in-depth study of your own school's course offerings.

Read through the list below, making note of any courses that you may want to take in the future, then look to see if your school offers them. To find out which classes your own high school offers, look through your school's course catalog, check the school website, or speak with your academic adviser.

What If Your School Doesn't Offer One of the Classes Listed Below?

It would be impossible for any single school to offer every course in this list ; there are simply too many. Schools decide which classes to offer based on multiple factors, including student interest, school location, and teacher expertise.

If you are interested in one of the courses listed below but don't see it offered in your school's course catalog, first talk to your guidance counselor or the department head. Your school may, in fact, offer the course, but under a different name. If there is no comparable course and you are really interested in the subject, you may be able to do an independent study or take the course at a local community college for credit. Ask your guidance counselor for more information on pursuing this option.

Complete List of High School Classes

• Business law
• Business management
• Consumer education
• Entrepreneurial skills
• Introduction to business
• Personal finance

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

• 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

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

Foreign Language

• American Sign Language
• Ancient Greek

• Computer math
• Consumer math
• Fundamentals of math
• Integrated math
• Math applications
• Multivariable calculus
• Practical math
• Pre-algebra
• Pre-calculus
• Probability
• Quantitative literacy
• Trigonometry

Performing Arts

• Concert band
• Marching band
• Music theory
• Theater technology
• World music

Physical Education

• Lifeguard training
• Racket sports
• Specialized sports
• Weight training
• Agriculture
• Earth science
• Electronics
• Environmental science
• Environmental studies
• Forensic science
• Marine biology
• Oceanography
• Physical science

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

Visual Arts

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

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

Advanced Placement Classes

Ap capstones.

• AP Research
• AP Art history
• AP Music theory
• AP Studio art: 2-D design
• AP Studio art: 3-D design
• 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 Chemistry
• AP Environmental Science
• AP Physics C: Electricity and Magnetism
• AP Physics 1: Algebra-Based
• AP Physics 2: Algebra-Based

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

What's Next?

Now that you know all the possible high school classes out there, which ones should you take? Read our guide to get expert advice on the classes you should take in high school.

Wondering which classes you will need to take in order to graduate high school and get accepted into college? Check out our guide on the standard high school curriculum , as well as the classes college admissions officers are looking for.

Trying to decide whether to take the ACT or the SAT? Read our guide to figure out which test will get you a better score!

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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Definition of coursework

Examples of coursework in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'coursework.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1890, in the meaning defined above

Dictionary Entries Near coursework

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“Coursework.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/coursework. Accessed 19 May. 2024.

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Course: college admissions   >   unit 2.

• Making the most of high school classes

Selecting high school classes in preparation for college

• Student story: High school classes
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[ kawrs -wurk , kohrs - ]

• the work required of a student in a particular course of study; classroom work .
• curricular studies or academic work .

/ ˈkɔːsˌwɜːk /

• written or oral work completed by a student within a given period, which is assessed as an integral part of an educational course

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Word history and origins.

Origin of coursework 1

Example Sentences

Derek Dodson is practicing with the Georgetown University soccer team for a rescheduled season while preparing for the resumption of senior coursework next week.

In San Diego, and throughout the state, an unconscionable number of students are failing or haven’t completed their coursework.

She took a full load of classes in the spring, summer and fall, and in November completed all the coursework for an undergraduate degree in psychology.

Pevzner, who took over the program in 2017, still heads into the field—though day to day he focuses more on developing coursework and swapping insights with similar programs around the world.

Although most schools have increased their offerings of online coursework, the number and sizes of in-person classes vary widely, as does the density of students in on-campus housing.

Digital art coursework at the Rhode Island School of Design simultaneous with an English Ph.D. at Yale?

Her pre-college education had been weak, and Leo was utterly unprepared for the academic part of the coursework.

An obsession with college preparation permeated all of our coursework.

The ad-hocs spent their time badmouthing the profs and tearing apart their coursework.

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Meaning of coursework in English

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• academic year
• access course
• Advanced Placement
• asynchronous
• immersion course
• on a course
• open admissions
• the national curriculum
• work placement

Examples of coursework

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Word of the Day

hit the road

to leave a place or begin a journey

Searching out and tracking down: talking about finding or discovering things

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How to Choose High School Electives

Find the right college for you., how to make your high school electives stand out to colleges.

What are electives? These are classes outside the required high school curriculum that you get to choose from. You may find elective classes like art, music, journalism, computer programming, and business.

While primarily seen as a chance to learn something new, choosing electives is also a way to make yourself stand out when applying for college.

Tips for Choosing High School Electives That Colleges Look For

What's a school elective that could make your college application shine? Many high schools offer a variety of classes worth exploring. Keep these tips in mind to choose courses that can give you an advantage when applying to colleges.

Pursue Your Passions.

Follow your passions when choosing high school classes. If you're unsure what you want to study, pick some subjects that spark your interest . Taking a class in an area you enjoy or want to learn more about can be fun and help reduce stress. High school electives you genuinely love could also lead to scholarship opportunities and more pursuits in college.

If your school doesn't offer the classes you want, check out the course offerings at community colleges. Many schools also let you take online courses as electives.

Maintain Balance.

Handling four or five core courses each semester leaves little room for extracurricular activities. Nevertheless, fulfilling elective graduation requirements is vital. If you have a lot on your plate, consider taking electives that only require a little after-school commitment, such as art or a foreign language.

Signal Willingness to Try Something New.

What's an elective? It should be an opportunity to try something brand new. Taking an elective can introduce you to an entirely new subject or expose you to more advanced concepts than you find in your regular classes. Taking electives is an ideal way to challenge yourself and stay motivated throughout high school. You may even discover a new talent or interest. More importantly, your electives show that you're willing to venture outside your comfort zone, try something new, and expand your horizons.

Enhance Your College Application.

Choosing a good elective can help you when you apply to college. One way to use electives is to explore potential majors or otherwise prepare for the college experience. Consider using those class slots in your schedule to learn more about majors that interest you.

You can also take general electives focusing on college prep, critical thinking, public speaking, and other relevant skills you'll use later. Seeing these on your transcript could make your application more appealing to the college admissions panel.

Elect to Take Courses That Colleges Recommend

Did you know that just taking your school's required courses may not be enough to meet the admissions requirements at some colleges? For example, some colleges want to see that you've studied fine art or taken four years of a foreign language in high school. Admissions officers want you to have a solid foundation of learning that you can build on in college.

To ensure you're choosing the right elective classes, take these steps:

• Explore your interests.
• Research course requirements for colleges and universities you're interested in attending.
• Talk with your school counselor or college admissions professional.

Show Colleges Who You Are

Strengthen your high school transcript.

One of the most important pieces of your college application is your high school transcript. Admissions officers want to see you earn good grades in challenging classes. If you choose electives you're excited about and will work hard to master, your interest and effort will show in your grades.

• Talk to your counselors and teachers to help you determine which electives will meet the requirements of the colleges or types of programs you're considering.
• Use College Search to see what specific colleges require.
• Check out High School Classes Colleges Look For to get an idea of the courses college admissions officers want to see on your transcript.

What are electives in high school?

A high school elective is a course that's not part of your core curriculum. Electives are usually required for high school graduation, but you can take whatever classes interest you. Electives give you a chance to learn new skills and explore career paths.

Do your high school electives matter?

Electives matter because they give colleges another example of your interests and academic ability. They also expand your horizons beyond academia and indicate to schools that you have more to offer than just your educational requirements.

Why are electives important in high school?

Choosing electives in high school demonstrates an interest in new areas of study while showing your willingness to branch out and try something new. School electives prepare you for tomorrow, setting the stage for new interests, college majors, and career paths. Although they may seem like "extra" classes while you're still in high school, electives can be critical to your future success.

What’s the best elective to take in high school?

There's no "best" elective. What's appropriate for you depends on your goals. If you have a specific major you wish to pursue, use your electives to prepare. The most impressive electives include college preparatory classes or courses that revolve around skills you'll carry into college and beyond.

Do electives affect your grade point average?

This can vary based on the school or district, but elective classes may impact your GPA. Your grade point average is a standardized way to view your academic achievement. It includes both core and noncore classes. That's why taking elective courses you can excel in can be a good idea. Check with your high school counselor or an administrator to understand how your school weights electives in the grade point average.

How many electives can you take?

The number of electives in high school that are available to you depends on your school. Electives are a graduation requirement, and the exact number of course credits you need can differ from one school to the next. Speak with your counselor for guidance.

Once you’ve decided on your core classes, you can choose electives to fill the remaining slots in your schedule.

What’s the difference between elective and core subjects?

Core classes are mandatory classes you must take to meet graduation requirements in the subject areas of English, math, science, and social studies. World languages might also be considered a core class in some schools.

Electives fall outside the scope of core classes. Schools may require electives to graduate, but you may be allowed to choose the electives that you want to take, depending on your school’s offerings.

What are some common types of electives offered in high schools?

High schools provide their students with a broad range of elective classes based on the school's curriculum, student population, and resources. These electives include fine arts, foreign languages, social studies, math, and science.

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What School Subjects Do You Need in High School?

The subjects you study in high school should allow you to graduate, but you’ll also want classes that will prepare you for college and for life as an adult.

• Subjects Offered in High School
• Subjects Needed to Graduate
• Subjects for College Preparation

Picking high school courses is an exciting process. Core high school subjects like math, science, and language arts are required, but a range of others can be selected. Finally being given more of a choice in what a student studies can be freeing, but also may feel overwhelming, confusing, or stressful.

What courses are best? There's no one right path. First, consider what is needed to graduate. Then, take a look at your options.

Parents and teens can work together to choose school subjects that not only engage their interests but also have their future plans and goals in mind.

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

Read on to learn more about selecting courses in high school.

Parents / Nusha Ashjaee 

What School Subjects Are Offered in High School?

Most high schools offer the same basic school subjects: Math, language arts, foreign language, science, social studies, health, and physical education (PE).

However, the exact courses may vary dramatically from school to school. Different high schools—even within the same district—often have different course offerings or special programs. If possible, choose the local high school that provides the programs and classes that best suit your needs and passions.

Below is a list of the most common school subjects. However, individual schools may offer a range of specialized classes, such as mindfulness or engineering.

High School Subjects

• Literature or Language Arts
• Speech and Debate
• Writing or Composition
• Trigonometry or Calculus
• Biology (typically has advanced class options)
• Chemistry (typically has advanced class options)
• Earth or Space Sciences
• Physics (typically has advanced class options)
• US Government
• World History
• Foreign Language, such as Spanish, French, Japanese, Chinese, Arabic, and German
• Physical Education and Health
• Arts, such as Music, Photography, Drawing, or Ceramics
• Computer Applications, Graphic Design, or Web Design
• Cooking and other life skills
• Physical Education
• Trade field studies such as Auto Mechanics, Woodworking, or Nursing
• Personal Finance

School Subjects You Need to Graduate

Ideally, teens should start high school with a basic plan of the classes they will need to take to graduate. Every state has different requirements for obtaining a high school diploma, and each school varies greatly in what it offers to give kids a chance to fulfill them. Different schools also vary in the number of classes students take each year.

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

English language arts

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

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

Mathematics

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

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

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

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

• Biology (typically has advanced class options)
• Chemistry (typically has advanced class options)
• Earth or Space sciences

Social studies and history

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

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

Foreign languages

Learning a second language is important in today's global world. While many high schools offer foreign language courses, only 11 states require students to take a foreign language course.  

High school students can fill these requirements by learning the basics of at least one foreign language. They may also be able to choose to take advanced classes to learn more.

Common languages offered in high school include:

• Mandarin Chinese

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

Physical education and health

Physical education and health classes can teach high schoolers how to care for their bodies' fitness, health, and nutritional needs. These courses often touch on the following:

• Mental health
• Sexual health
• Making healthy choices about drugs, alcohol, and nicotine.

Many states require at least one unit of PE and health to graduate. Other states offer these subjects as electives.

School Subjects for College Preparation

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

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

AP classes are more rigorous courses that teach subjects at an introductory college level. Some of the most common AP courses that are available include:

• Calculus AB
• English Literature
• African American Studies

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

College credit courses

Many high schools offer opportunities to gain college credit through various programs. Your child's academic advisor, teachers, or counseling department can inform them about such offerings.

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

School Subject Electives

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

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

Examples of elective classes may include:

• Arts, such as music, photography, fashion design, painting, theater, dance, or ceramics
• Computer applications, graphic design, or web design
• Student government
• Forensic science
• Physical education
• Sports medicine
• Trade field studies such as auto mechanics, welding, or nursing
• Personal finance or business

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

Key Takeaways

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

An ideal schedule can help a student succeed, enjoy learning, and have a good academic experience while preparing them for their future plans , whatever they may be. Have your teen set up a meeting with their school counselor if they need any help.

The association between neighbourhoods and educational achievement, a systematic review and meta-analysis . J Hous Built Environ . 2016.

50-state comparison . Education Commission of the States . 2019.

High school classes required for college admission . National Association for College Admission Counseling . n.d.

The national K-16 foreign language enrollment survey report . American Councils for International Education . 2017.

Program summary report . College Board. 2019.

Related Articles

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Core Course of Study

Also called core curriculum , core course of study refers to a series or selection of courses that all students are required to complete before they can move on to the next level in their education or earn a diploma. In high schools, a core course of study will typically include specified classes in the four “core” subject areas—English language arts, math, science, and social studies—during each of the four standard years of high school. Since elementary and middle schools generally offer students a predetermined academic program with fewer optional courses, the term core course of study nearly always refers to requirements in high school programs.

In some schools, the core course of study may also entail additional credit requirements in specified subject areas, such as the arts, computer science, health, physical education, and world languages, but not all schools may define their core courses of study in this way. A core course of study typically does not include electives —optional courses that students choose to take and that may or may not satisfy credit requirements for graduation.

The general educational purpose of a core course of study is to ensure that all students take and complete courses that are considered to be academically and culturally essential—i.e., the courses that teach students the foundational knowledge and skills they will need in college, careers, and adult life. Yet depending on the structure of the academic program in a particular school, the core course of study may be different for some students. For example, some schools offer distinct academic programs in parallel with their regular academic programs—such as International Baccalaureate or theme-based academies , among many other possible options—and students enrolled in these programs will likely have to satisfy different requirements to complete the program or earn a diploma.

Credits are awarded when students complete a course with a passing grade. Therefore, increasing subject-area credit requirements effectively increases course requirements. This is why states may attempt to influence the quality or effectiveness of academic programs by modifying state-mandated credit requirements: schools may offer a wide variety of math courses and academic tracks, but they all offer courses in the subject area of math. Still, there is a nuanced distinction between core academic courses and credit requirements: some history courses, for example, may be elective in a school while others are considered part of the core course of study. To complete the core course of study and satisfy a school’s graduation requirements, then, students will need to pass the required history courses , not just earn a specified number of history credits .

For decades, high schools have typically used some form of graduation requirements to ensure that students complete a specified selection of courses before they are awarded a diploma. States have also passed legislation that determined minimum credit requirements in a selection of subject areas for public high schools, although districts and schools can elect to increase those requirements. To this day, graduation requirements still vary considerably from state to state and school to school, both in terms of (1) the total number of courses or credits required in each subject and (2) the kinds of courses or learning experiences required.

In the latter part of the twentieth century, however, graduation requirements—including mandatory courses and other learning experiences, such computer-literacy or community-service requirements—became objects of reform. Growing calls to improve academic achievement and student preparation led states, districts, and schools to increase course and credit requirements as a mechanism for elevating academic expectations and improving education results. For example, many states moved to require that all public high school students complete four “years” (or credits) in English, and to increase credit requirements for math, science, or social studies from two years (a formerly common requirement) to three or four years. Some states even now require students to complete specific courses, not just specific credit requirements—for example, students may be required to complete four “years” of math up to and including courses deemed to be at an “Algebra II” level or above. Schools also used the core course of study, and any attendant graduation requirements, as a way to improve the academic achievement, attainment, and preparation of more students, while also mitigating learning loss , learning gaps , achievement gaps , and opportunity gaps .

Pedagogically and philosophically, the core course of study, as a reform strategy, is related to concepts such as access , equity , high expectations , and rigor . The basic rationale is that increasing requirements in the “core” subjects will not only improve student learning and skill acquisition, but it will give graduates more educational and career options because they will graduate better educated and prepared. The core course of study, as a reform strategy, is also related to learning standards (i.e., the general educational intent is similar), but course requirements are distinct from standards: a core course of study establishes minimum course requirements, while standards establish minimum learning requirements. Many learning standards may be addressed or taught in a course, but standards are not specific to certain courses (although they are typically organized by subject area and grade level). Learning standards describe knowledge and skill expectations, but those standards can be met either within or outside of a course.

Some education leaders question whether it is sufficient or useful to simply require students to take more courses, when such requirements do not guarantee that students will actually learn more in certain subject area or graduate better prepared for adult life. Since courses may be more challenging or less challenging, and since students may learn a lot or not learn much in any given course, many educators argue that states, districts, and schools should require students to meet learning standards, not just complete courses, because standards describe the specific knowledge and skills students are expected to acquire. For example, reform strategies such as proficiency-based learning require students to demonstrate mastery of the knowledge and skills outlined in learning standards before they can pass a course, move on to the next grade level, or graduate. If schools have a core course of study in place, students may take more courses, but they may also be able to pass those courses with low grades and without having acquired the knowledge and skills described in learning standards.

Less commonly, core courses of study, learning standards, and other attempts to standardize what gets taught in schools may be perceived by some parents or public figures as a form of “forced curriculum ”—i.e., an attempt to control what gets taught to students. In most cases, such criticism mirrors larger political debates and ideological fault lines in the United States, such as whether and how schools should teach the science of evolution (a highly politicized topic). While core courses of study and learning standards are, in fact, overt attempts to standardize education and ensure that students learn certain foundational knowledge and skills, the majority of educators do not see ominous or ideological intent behind these strategies.

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Undergraduate Programs College Coursework In High School

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

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

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

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:

Mailing Address

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

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

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Keep in mind that taking high school (A-G) courses isn't the only way to satisfy these requirements. You also may meet them by completing college courses or earning certain scores on various acceptable exams. With the exception of math and language other than English, all subject requirements must be met in 9th through 12th grade.

A) History 

High school courses

Two years of history, including:

• one year of world history, cultures or historical geography (may be a single yearlong course or two one-semester courses), and
• one year of U.S. history or one-half year of U.S. history and one-half year of civics or American government

Exams & coursework that satisfy "A"

Ap or ib examination.

U.S. History: score of 3, 4 or 5 on the AP U.S. History exam; score of 5, 6 or 7 on the IB History of the Americas HL exam.

U.S. or Comparative Government: Score of 3, 4 or 5 on the AP exam satisfies a half year.

World History/Cultures/Geography: score of 3, 4 or 5 on the AP exam in European History, World History , Modern World History or Human Geography; score of 5, 6 or 7 on the IB History HL or Geography HL exam

College courses

U.S. History: grade of C or better in a transferable course of 3 or more semester (4 or more quarter) units in U.S history;  grade of C or better in a transferable course of 3 or more semester (4 or more quarter) units in civics or American Government meets one semester of the requirement.

World History/Cultures/Geography: grade of C or better in a transferable course of 3 or more semester (4 or more quarter) units in world history, cultures and geography

UC-approved high school courses

Four years of college-preparatory English that include frequent writing, from brainstorming to final paper, as well as reading of classic and modern literature. No more than one year of ESL-type courses can be used to meet this requirement.

Exams & coursework that satisfy "B"

Act english language arts (ela).

Score of 24 meets the first three years; score of 30 meets the entire four-year requirement.

SAT Writing and Language Test

Score of 31 meets the first three years; score of 36 meets the entire four-year requirement.

Score of 3, 4 or 5 on the AP English Language and Composition or English Literature and Composition exam; score of 5, 6 or 7 on the IB HL English: Literature exam (formerly IB HL English A1)

For each year required through the 11th grade, a grade of C or better in a non-transferable college course of 3 or more semester (4 or more quarter) units in English composition, literature (American or English) or foreign literature in translation. Courses used to satisfy the fourth year and/or the entire requirement must be transferable.

C) Mathematics

Exams & coursework that satisfy "c".

Score of 3, 4 or 5 on the AP Calculus AB or Calculus BC exam satisfies two years of the requirement (but not geometry). Score of 5, 6, or 7 on the IB Mathematics HL Analysis and Approaches exam satisfies two years of the requirement (but not geometry).

Three semester (4 quarter) units of non-transferable college courses in elementary algebra, geometry, intermediate algebra or trigonometry, with a grade of C or better, satisfy one year each of the math requirement.

Grade of C or better in a transferable mathematics course of at least 3 semester (4 quarter) units that has intermediate algebra as a prerequisite satisfies two years of the requirement (but not geometry).

NOTE: All students must complete a geometry course or integrated math with geometry content. One transferable college course will not satisfy the full three-year math requirement.

Two years of college-preparatory science, including or integrating topics that provide fundamental knowledge in two of these three subjects: biology, chemistry, or physics. One year of approved interdisciplinary or earth and space sciences coursework can meet one year of the requirement. Computer Science, Engineering, Applied Science courses can be used in area D as an additional science (i.e., third year and beyond).

Exams & coursework that satisfy "D"

Score of 3, 4 or 5 on any two AP exams from different disciplines in Biology, Chemistry, Physics (B, C, 1 or 2) and Environmental Science; score of 5, 6 or 7 on any two IB HL exams in Biology, Chemistry or Physics

For each year of the requirement, a grade of C or better in a transferable course of at least 3 semester (4 quarter) units in a natural (physical or biological) science with at least 30 hours of laboratory (not "demonstration")

E) Language other than English

Two years, or equivalent to the 2nd level of high school instruction, of the same language other than English are required. Courses should emphasize speaking and understanding, and include instruction in grammar, vocabulary, reading, composition and culture. American Sign Language and classical languages, such as Latin and Greek, are acceptable, as are Native American languages. Courses taken in the seventh and eighth grades may be used to fulfill part or all of this requirement if the high school accepts them as equivalent to its own courses.

Exams & coursework that satisfy "E"

Sat subject tests.

The following scores satisfy the entire requirement:

• Chinese With Listening: 520
• French/French With Listening: 540
• German/German With Listening: 510
• Modern Hebrew: 470
• Italian: 520
• Japanese With Listening: 510
• Korean With Listening: 500
• Spanish/Spanish With Listening: 520

Score of 3, 4 or 5 on the AP exam in Chinese Language and Culture, French Language and Culture, German Language and Culture, Italian Language and Culture, Japanese Language and Culture, Spanish Language, Spanish Language and Culture, Spanish Literature and Culture or Latin; score of 5, 6 or 7 on an IB HL language B exam.

Grade of C or better in any transferable course(s) (excluding conversation) held by the college to be equivalent to two years of high school language. Many colleges list the prerequisites for their second course in language as "Language 1 at this college or two years of high school language." In this case, Language 1 clears both years of the requirement.

F) Visual and performing arts

One yearlong course of visual and performing arts chosen from the following disciplines: dance, music, theater, visual arts or interdisciplinary arts   — or two one-semester courses from the same discipline is also acceptable. 

Exams & coursework that satisfy "F"

Score of 3, 4 or 5 on the AP Art History, Art and Design (2-D Art and Design, 3-D Art and Design or Drawing) Music Theory exam; score of 5, 6 or 7 on any one IB HL exam in Dance, Film, Music, Theatre Arts or Visual Arts

Grade of C or better in any transferable course of 3 semester (4 quarter) units that clearly falls within one of four visual/performing arts disciplines: dance, drama/theater, music or visual art

G) College-preparatory elective

One year (two semesters) chosen from  courses specific to the elective (G) subject area or courses beyond those used to satisfy the requirements of the A-F subjects.

Exams & coursework that satisfy "G"

Score of 3, 4 or 5 on any one AP exam in Computer Science A, Computer Science Principles, Microeconomics, Macroeconomics, Psychology, U.S. Government or Comparative Government. Score of 5, 6 or 7 on any one IB HL exam in Computer Science, Economics, Philosophy, Psychology, Social and Cultural Anthropology.

Grade of C or better in transferable college courses of at least 3 semester (4 quarter) units beyond those listed above as clearing any of the "A-F" requirements.

For California students

The courses you take to fulfill the subject requirement must be approved by UC as meeting the requirement and must be included on your school's UC-approved course list. Visit the A-G course list site – a database of UC-certified course lists in California schools – to see if your courses are UC-approved. 

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What is Dual Enrollment?

By Kathryn Flynn

March 24, 2021

Dual enrollment allows high school students to take college classes while they are still enrolled in high school. 

These classes count for both high school and college credit. High school students who complete dual enrollment classes generally take fewer classes in college and save money on total college costs . 

Not all students are eligible to take dual enrollment classes in high school, though. Requirements vary by state, but students typically must be a junior or senior and must maintain a minimum GPA.

This article covers how dual enrollment works, requirements, benefits and what to do if your school doesn’t offer it.

How Dual Enrollment Works

Dual enrollment, also referred to as dual credit, allows current high school students to take college-level classes. If the student passes the class, it will count for both high school and college credit. 

The types of dual credit classes offered varies by school district. Many high schools include introductory college coursework in subjects like Humanities, English, Math, Social Studies and Science. 

Most dual enrollment classes are taken at the student’s high school, a local community college or online. Home-schooled students may also take dual credit courses if they meet state requirements. 

Dual enrollment classes are available for students pursuing a Bachelor’s degree, Associate’s degree, or Career and Technical Education certificates.

To earn college credit, students must pass a dual enrollment class with a C or better. The grade earned will be part of the student’s college academic record. 

Unlike AP classes, students do not have to pass an exam to earn college credit. College admissions counselors may consider dual credit grades during the admissions process.

However, not all colleges accept dual enrollment credits. An in-state public college is more likely to accept dual credit than out-of-state public colleges or private colleges. 

Students should research their options and meet with their school counselor before enrolling in a dual enrollment class.

Dual Enrollment vs. Advanced Placement Classes

Dual enrollment and Advanced Placement (AP) classes are both college-level courses that high school students can take for college credit.

However, there are important differences to understand if you’re thinking about enrolling in either type of class.

Who offers the course:

Dual enrollment classes are college classes that are available to high school students. They may be offered at your high school, but they are often taught by college professors on campus or online.

Advanced Placement classes are taught at high schools, by high school teachers. They’re intended to be taught at the college level but are organized by the high school.

How credit is awarded:

Dual enrollment students can receive college credit for passing the course. However, there is no guarantee that the college you attend will accept your dual enrollment credits. 

AP students must take a standardized test at the end of the school year and receive a minimum score, determined by the college they attend, to receive credit. 

Course length:

Dual enrollment courses often only last for one semester, meaning students earn college credit by taking a class for half of a typical school year. 

Advanced Placement classes typically last for a full school year. In the time it takes to take a single AP class, a student could take two dual credit classes.

Both courses usually involve a cost. Dual enrollment courses can cost up to $400, depending on where you live. AP exams cost $95 per exam.

Dual-Enrollment Requirements

Dual enrollment requirements vary by state. 

Many states only offer dual credit classes to high school juniors and seniors. 

Three states require dual enrollment students to be at least a sophomore in high school, and 12 states require them to be at least a junior. Some states will even allow younger students to take dual enrollment classes if they are considered gifted.

High school students in Alabama, Florida, Maine, Mississippi, Missouri, and North Carolina must have a minimum GPA to participate in dual enrollment classes, typically at least a 3.0. 

In many states, students must provide a written recommendation from a teacher, principal, coach, or other high school or college staff member to be eligible for dual enrollment. 

Other eligibility requirements may include:

• Parent permission
• College course prerequisites or other course placement criteria
• Minimum ACT or SAT scores
• Entrance requirements set by the college

Dual Enrollment Helps Students Save on College Costs

Dual enrollment is a cost-effective way to earn college credit. 

Students who earn college credit during high school generally have to take fewer classes in college to earn a degree. Career and Technical Education students who complete dual enrollment classes may also be able to enter the workforce sooner. 

Dual enrollment classes cost between $0 to $400, according to Pearson , which is significantly less than the cost of a traditional college class.

Dual credit tuition costs may be covered by the state, the student’s high school district, the student or their parent, or some combination of these. 

In nine states, the student or their parents are primarily responsible for paying dual credit tuition.

Families who have to pay for dual-enrollment credits may use a 529 plan to cover tuition costs.  

However, 529 plan withdrawals used to pay for other dual enrollment expenses, such as books and supplies, are considered non-qualified distributions. 

The earnings portion of a non-qualified 529 plan distribution is subject to income tax and a 10% penalty, and any state tax benefits claimed may be subject to recapture.

How Much Can Dual Enrollment Save?

If you’re considering dual enrollment as a way to save money, it’s important to know how much it can really save you compared to the cost of classes at a college .

Dual enrollment can cost as much as $400 per class, plus you have to consider the costs of getting to the classes, textbooks, and other class materials.

The average cost of a college credit hour is $559 . That means that one dual credit class, which usually is worth four credit hours, is worth $2,336. 

( Image Source )

However, the cost of a credit hour varies widely from college to college. 

If you go to a four-year public school, a credit hour only costs $396 on average, making the dual enrollment course worth $1,584. A four-year private school, on the other hand, tends to charge $1,492 per credit, making a dual credit course worth $5,968.

To figure out how much taking a dual enrollment class can help you save, start by thinking about the type of college you plan to attend. Before you count on the savings, be sure that the school will accept your dual credit.

Take the cost of four credit hours at that type of college, then subtract any costs you have to pay to take the course, including tuition and supplies like textbooks, to find the amount you’ll save.

Also consider the fact that if you take enough dual credit classes to graduate from college a semester early, you can also save on room and board costs. This will help reduce the amount you’ll have to borrow in student loans .

Other Benefits of Dual Enrollment

Research shows that students who participate in dual enrollment programs are more likely to graduate from high school, enroll in college, enroll full-time in college, earn higher grades, and graduate from college. They are also more likely to obtain a Bachelor’s degree than an Associate’s degree or certificate.

Several studies have shown that students who take dual enrollment classes are much more likely to be successful in college than students who do not:

• A 2017 study from Columbia University revealed that 88% of students who took dual enrollment classes went on to enroll in college at ages 18-20.
• Of those students, 46% of those who enrolled in community college and 64% of those who enroll in a four-year college earned a degree within five years.
• A University of Texas study found that students with dual enrollment credit were twice as likely to remain in school compared to those who entered college with no credits.
• A 2017 Illinois study reported that dual enrollment students were nine percentage points more likely to attain a Bachelor’s degree. 

Are There Drawbacks to Dual Enrollment?

Dual enrollment classes can be a great way to save money on college by getting some credit before you graduate high school, but before you enroll, you should consider the drawbacks.

Dual credit courses may be more difficult

For the student, the most obvious drawback is that a dual credit class will likely be more difficult than a similar high school class. You’re taking a college-level course, which means more time spent studying and working on papers and homework. 

If you already struggle with a subject or have a difficult academic schedule, jumping to a higher level class could be hard and lead to a lot of stress. 

The grades you receive are included on your college transcripts. So, if you don’t adapt to the harder class, it may cause issues when you apply to colleges.

The more rigorous classes can also interfere with extracurricular activities. If you have to spend more time working on a college-level class, that leaves you with less time to focus on clubs and sports.

Transportation

Another thing to consider is that you have to find a way to get to and from the dual enrollment classes you’re taking, if they’re not offered online or at your high school. 

Typically, you’ll attend classes at a local community college campus. Some high schools offer transportation for students to get to and from dual enrollment courses, but some do not.That means you may have to drive or find another way to get there.

Sometimes, the classes you want to take will interfere with your normal high school schedule. If this is the case, you may have to work with your school to find a solution.

Finally, there’s no guarantee that the college you attend after graduating will accept your dual credit courses.

Despite these potential drawbacks, taking dual enrollment classes can be an effective strategy to reduce future college costs.

What if My School Doesn’t Offer Dual Enrollment?

If your school doesn’t have a dual credit program, there are other ways that you can work to earn college credit before you graduate from high school.

One of the most popular ways for high school students to earn college credit is through Advanced Placement classes, which we mentioned above. 

These classes are taught at your high school by high school teachers but are typically intended to be taught at the college level.

At the end of the school year, the College Board offers Advanced Placement exams. Each exam costs $95. 

After you take the exam, you’ll receive a score on a five-point scale. Many colleges will accept AP scores of 4 or 5, giving the student credit for equivalent courses.

For example, you could earn credit for a math class if you score a 5 on an AP Calculus exam.

Students can take as many AP exams as they want each year. In fact, students can take AP exams even if they did not enroll in an AP course at their school. 

So, if you’re confident about a subject or have done an independent study, you might consider taking an AP exam.

Another exam, the College Level Examination Program (CLEP), allows you to you earn credit based on what you already know. Students may also be able to take summer courses online or at a local college.

Dual enrollment is a good way for high school students to get a head start on their college education. 

They can get the experience of attending classes on a college campus while saving money on future tuition costs.

The increased rigor of dual enrollment classes can also prepare students for more difficult classes and help their chances of admission to more prestigious schools.

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What we know about Career and Technical Education in high school

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

October 5, 2017

• 17 min read

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

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

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

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

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

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

What does earlier non-experimental research tell us?

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

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

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

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

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

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

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

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

the gold standard

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

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

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

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

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

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

and then there were two

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

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

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

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

where to go from here?

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

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

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

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Core Courses

NCAA schools require college-bound student-athletes to build a foundation of high school courses to prepare them for the academic expectations in college.

Find your high school’s list of NCAA core courses

Learn more about Division I academic requirements

Learn more about Division II academic requirements

What are core courses?

Not all high school classes count as NCAA core courses. Only classes in English, math (Algebra 1 or higher), natural or physical science, social science, foreign language, comparative religion or philosophy may be approved as NCAA core courses. Remedial classes and classes completed through credit-by-exam are not considered NCAA core courses.

Classes that are NCAA core courses include:

• English: English 1-4, American Literature, creative writing
• Math: Algebra 1-3, Geometry, statistics
• Natural or physical science: biology, chemistry, physics
• Social science: American History, civics, government
• Additional: comparative religion, Spanish 1-4

Classes that are not NCAA core courses include:

• Classes in non-core areas, fine arts or vocations such as driver education, typing, art, music, physical education or welding.
• Personal skill classes such as personal finance or consumer education.
• Classes taught below grade level, at a slower pace or with less rigor or depth. These classes are often titled basic, essential, fundamental or foundational.
• Classes that are not academic in nature such as film appreciation, video editing or greenhouse management.

If you take a high school class such as Algebra 1 or Spanish 1 before you start ninth grade, the class may count for your 16 core courses if it is on your high school’s list of approved core courses and is shown on your high school transcript with a grade and a credit.

You can earn credit for a core course only once. If you take a course that repeats the content of another core course, you earn credit for only one of these courses and the higher grade counts toward your core-course GPA.

Generally, you receive the same number of credits from the NCAA for a core course that you receive from your high school for the class. One academic semester of a class counts for .5 of a core course credit. One academic trimester of a class counts for .34 of a core-course credit. One academic quarter of a class counts for .25 of a core-course credit. A one-year class taken over a longer period of time is considered one core course and is not awarded more than one credit.

Calculate your core-course credits and GPA

Division I additional core course

Division I schools allow you to complete one additional core-course unit after you graduate high school, as long as you graduate in eight semesters after you begin ninth grade. The additional core-course unit must be completed within one year after your high school graduation and must be completed before you enroll in college.

The additional core course unit may be taken at a different school than the high school from which you graduated as long as the class is on the new school's list of approved NCAA core courses. If you take the additional core course at a school other than the school from which you graduated, you must provide the NCAA Eligibility Center with an official transcript from the new school showing the additional core-course grade and credit.

If you take the additional core course through a program that does not award credit, the course must be awarded credit by a credit-awarding high school.

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The Complete List of High School Classes – 2023 Edition

July 6, 2023

While we often think of course planning as something college students do, it’s equally important for high school students to be thoughtful about plotting their course load. Maybe you are hoping to squeeze in a fun elective. Or perhaps you are trying to determine what courses a prospective college requires. Regardless of your exact circumstances, it’s critical to know what options are available to you as a high school student. Fortunately, we’ve done some of the hard work for you. Below, we have collected a complete list of high school classes offered in the United States. Our list includes AP classes, high school science classes, math classes in high school, high school science classes, and much more. Whether you’re a rising high school student or on the verge of your senior year, this post will outline everything you need to know about high school course offerings.

What high school classes should I take?

If you’re reading this post, you probably have a central question in mind: what high school classes should I take? The answer to this question will depend on your specific circumstances, though there are a few core variables to consider.

College Course Requirements

If you are planning to attend a four-year college or university, that will play a major role in your high school course selection. Most colleges want to see applicants that are well-rounded. This means students who have taken a healthy mix of math, science, English, and history classes, as well as foreign languages and electives. Fortunately, most high schools in the United States account for this in their curricula. However, it’s worthwhile for students to investigate course requirements at their prospective colleges to assist with their planning.

Individual Interests

While it’s important that students anticipate requirements at prospective colleges, that doesn’t mean they should discount their own interests. After all, high school classes should help students explore topics in anticipation of their future education and career. For that reason, students should consider their interests, prospective major(s), and career goals when planning their high school courses. For example, a student who wants to be a software developer might take extra math and high school science classes. In contrast, a student who wishes to study journalism should load up on English and composition classes. They might even consider taking extra high school history courses and civics classes to gain the background knowledge that many journalists rely upon.

If you’re not sure what your future holds, that’s okay too! Explore a broad variety of classes to start zeroing in on your interests and ensure your transcript is well-rounded. By weighing your interests and goals, you can enroll in high school classes that will help you develop crucial skills for your academic and professional career.

Course Rigor

Finally, students should consider the rigor of their high school classes. Fundamentally, rigor is necessary to ensure you are challenging yourself. If you aren’t pushing yourself, you probably aren’t learning. However, rigor is also an important variable in college admissions. Admissions officers will evaluate your academic performance and transcript in light of the rigor of your classes. For this reason, it’s important to enroll in honors and AP-level courses where possible and appropriate.

Altogether, being thoughtful in your course selection can ensure you end up in classes that support your goals, align with your interests, and enable you to discover new skills, talents, and knowledge.

What should I do if my high school doesn’t offer many honors or AP courses?

Depending on your high school’s size, location, and resources, you may have numerous honors and AP courses to choose from. However, some students’ choices may be more limited. If you fall into this latter category, don’t panic. The rigor of your high school classes is important, but it’s also relative. Colleges understand that students have access to different resources and opportunities. That is why they will evaluate your transcript based on the opportunities available to you. How do they know what courses you had to choose from? Your high school’s college counselor tells them! Before you submit an application, your counselor will write a school profile, which contextualizes what courses are available at your school, among other topics. While it’s important to take advantage of the opportunities available at your school, don’t worry about what’s beyond your control. These differences will be accounted for during the college admissions process.

Also, keep in mind that you may not only be limited to the classes at your high school. Many students take dual enrollment courses through community colleges to earn college credit and engage in more rigorous coursework. If you are worried about the rigor of your high school classes, dual enrollment can be a great way to bolster your transcript and gain valuable experience in college-level courses.

Complete List of High School Classes

Below, we have compiled a list of high school courses based on data from the National Center for Education Statistics. Classes are alphabetized by subject. To avoid complicating this list, we have elected not to distinguish between honors and non-honors courses, though we do delineate between standard high school classes and AP courses.

This list can serve as a starting point for your course planning before you dive into your school’s course catalog. Keep in mind that it would be virtually impossible for a school to offer every course listed here. However, if you see a class you’re interested in that is unavailable at your school, you still have options. Check-in with your teachers or school counselor to see if you can conduct an independent study. If not, research dual enrollment programs at local community colleges to see if you can take classes there. Worst case scenario, keep those subjects in mind for your college course planning, as they may be available once you enroll at a four-year university.

High School Business Classes

Through business classes, students learn basic principles of economics and finance, engaging with topics such as organizational studies and marketing. Prospective business majors and entrepreneurs will likely find these classes rewarding. However, they are also a great fit for students who are undecided, as they can act as an entry point to a variety of careers within business, marketing, communications, finance, human resources, and law.

• Banking and Finance
• Business Law
• Business Management
• Consumer Education
• Entrepreneurship
• Introduction to Business
• Personal Finance

High School Computer Science and Information Technology Classes

You might assume that computer science and IT courses are only for STEM-oriented students. However, in this day and age, everyone needs to have a basic understanding of technology. Taking these classes will provide you with technical skills, as well as a broad understanding of how various technologies operate.

• App Development
• Audio Production
• Computer Programming
• Computer Repair
• Data Processing
• Film Production
• Graphic Design
• Information Sciences and Systems
• Media Technology
• Music Production
• Video Game Development
• Web Programming
• Word Processing

High School English and Language Arts Classes

Regardless of your interests, English is likely to form the backbone of your college and high school education. All students need to develop skills in writing and communication, as well as reading comprehension, research, and critical thinking. Even if your educational interests don’t include examining the works of Herman Melville, taking English classes will ensure you have the skills you need to understand complex ideas, vet information, and communicate effectively—competencies every adult needs!

• American Literature
• British Literature
• Contemporary Literature
• Creative Writing
• Communications
• English Language and Composition
• English Literature and Composition
• Journalism and Mass Communications
• Literary Analysis
• Modern Literature
• Popular Literature
• Speech and Debate
• Technical and Business Writing
• Works of Shakespeare
• World Literature
• Written and Oral Communication

High School Family and Consumer Science Classes

While it’s important that students take a diverse array of classes, those within family and consumer science arguably teach the skills students will use most on a day-to-day basis. From personal finance to food preparation, family and consumer science classes equip students with the skills necessary for independent living.

• Chemistry of Foods and Food Sciences
• CPR Training
• Culinary Arts
• Early Childhood Development
• Early Childhood Education
• Fashion and Retail Merchandising
• Fashion Construction
• Home Economics
• Individual and Family Development
• Interior Design

High School Foreign Language Classes

Foreign language classes are a requirement in most high school and college curricula and for good reason! Learning a language broadens your worldview, helping you understand the history, culture, and customs of another region of the world. These classes also challenge students to move beyond their comfort zone by developing a new skill, a quality that many colleges look for in applicants.

• American Sign Language (ASL)
• Ancient Greek

High School Math Classes

Having a basic knowledge of math is critical. After all, at some point, you’ll need to file taxes and assemble a household budget. However, math classes in high school will also help you develop your ability to interpret complex information and think logically. Moreover, math classes are a core requirement for many colleges, especially for students planning to pursue a career in STEM.

• Computer Math
• Consumer Math
• Fundamentals of Math
• Integrated Math
• Math Applications
• Multivariable Calculus
• Practical Math
• Pre-Algebra
• Pre-Calculus
• Probability
• Quantitative Literacy
• Trigonometry

High School Performing Arts Classes

Classes within the performing arts enable students to develop knowledge of and appreciation for a variety of artistic media. Aside from this technical knowledge, these high school classes also help students develop their confidence and their ability to collaborate.

• Concert Band
• Marching Band
• Music Theory
• Theater Technology
• World Music

High School Physical Education Classes

Perhaps the most polarizing entry on this list, physical education classes are often students’ most or least favorite. They are, however, important, as they help students develop knowledge, habits, and skills that will help them live healthy lives.

• Lifeguard Training
• Racket Sports
• Specialized Sports
• Weight Training

High School Science Classes

High School science courses are an important part of any education, as they help students learn to think analytically and conduct unbiased experiments. These classes also allow students to gather knowledge about the physical world, biological processes, and physics, among other topics.

• Agriculture
• Animal Sciences
• Earth Science
• Electronics and Robotics
• Environmental Science

High School Science Classes (Continued)

• Environmental Studies
• Forensic Science
• Horticulture
• Marine Biology
• Oceanography
• Physical Science

High School Social Studies Classes

Social studies and high school history classes are another core component of most high school curricula. Aside from learning about historical figures and movements, these classes help students better understand local, national, and global events, as well as the cultures that shaped them.

• Civics and Economics
• Cultural Anthropology
• Current Events
• European History
• Global Studies
• Human Geography
• International Relations
• Macroeconomics
• Microeconomics
• Modern World Studies

High School History Classes (Continued)

• Physical Anthropology
• Political Studies
• Religious Studies
• US Government
• Women’s Studies
• World History
• World Politics
• World Religions

High School Visual Arts Classes

Aside from being a creative outlet, art classes help students develop analytical thinking skills, as they learn to recognize patterns and explore new modes of expression. Having a basic knowledge of visual art also provides them with information that will be useful in college and beyond.

• Art History
• Digital Media
• Jewelry Design
• Photography
• Printmaking

High School Vocational Education Classes

Vocational education courses help students learn trades, such as mechanics, construction, plumbing, or cosmetology. These high school classes are a great fit for students considering attending a community college or trade school. They can also be a good way for students who are bound for a four-year university to learn valuable skills and explore new hobbies.

• Auto Body Repair
• Auto Mechanics
• Building Construction
• Computer-Aided Drafting
• Cosmetology
• Criminal Justice
• Driver Education
• Electronics
• Future Farmers of America (FFA)
• Fire Science
• Heating and Cooling Systems
• Hospitality and Tourism
• Junior Reserve Officers’ Training Corps (JROTC)
• Metalworking
• Production Technology
• Refrigeration Fundamentals
• Woodworking

AP Classes in High School

Advanced Placement (AP) courses provide students with an opportunity to take more rigorous courses and earn college credits. AP courses are available through College Board, though each high school will decide what classes they will offer to students. Those courses are alphabetized by subject below:

AP Capstone Diploma Program

• AP Research

AP Art Classes

• AP Art History
• AP Music Theory

AP English Classes

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

AP History and Social Science Classes

●     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: Modern

AP Math & Computer Science Classes

• AP Calculus AB
• AP Calculus BC
• AP Computer Science A
• AP Computer Science Principles
• AP Precalculus
• AP Statistics

AP High School Science Classes

• AP Chemistry
• AP Environmental Science
• AP Physics 1: Algebra-Based
• AP Physics 2: Algebra-Based
• AP Physics C: Electricity and Magnetism
• AP Physics C: Mechanics

AP World Language and Culture Classes

• 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

Final Thoughts

Now that you’ve perused the various high school classes that exist, it’s time to figure out your next steps. If you are an underclassman, you have the luxury of time. Research colleges and their requirements, and talk with your school’s counselor to determine what classes best align with your goals. If you’re an upperclassman, analyze your transcript and identify gaps you can fill to round out your high school career.

Regardless of your exact circumstances, your high school classes are an opportunity to explore new subjects, discover your strengths, and define your goals. While it’s important to be strategic in selecting your classes, don’t forget that education is about exploration. Balance your sense of strategy with a willingness to try new things and challenge yourself so you have ample opportunity to learn and grow.

Got more questions about high school course planning? Check out the resources below:

• How Many AP Courses Should I Take?
• Honors vs. AP Classes: What’s the Difference?
• IB vs. AP: Which Classes Are Best for College Admissions in 2022-2023?
• The Best High School Math Classes to Take
• High School Success

Emily Smith

Emily earned a BA in English and Communication Studies from UNC Chapel Hill and an MA in English from Wake Forest University. While at UNC and Wake Forest, she served as a tutor and graduate assistant in each school’s writing center, where she worked with undergraduate and graduate students from all academic backgrounds. She also worked as an editorial intern for the Wake Forest University Press as well as a visiting lecturer in the Department of English at WFU, and currently works as a writing center director in western North Carolina.

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University of Bridgeport News

8 Differences Between High School and College

Congratulations! You’ve completed the college application process , checked off everything on your high school senior college application checklist , and been accepted into your desired school or university.

While there is a lot of excitement and anticipation as you transition from high school to college , it’s also common to feel nervous about the difference between high school vs. college.

Or, maybe you’re not quite sure what the difference between college and high school even is. Thankfully, University of Bridgeport has helped many high school students transition to college. Below, we’ll explore the difference between high school and college so you can be ready for all the exciting opportunities college offers.

Why is college important?

College is the perfect time to discover the best version of yourself . It’s where students take classes of interest, make new friends, set up professional connections, and grow as students and people.

Consider these tips to make the transition from high school to college easier:

• Build connections with faculty and staff : Reach out to faculty and staff for help, guidance, and support throughout your college experience. For example, at University of Bridgeport, our students can take advantage of the many support services in our on-campus Heckman Center, including a food pantry, tutoring services , career counseling , academic advising , and much more!
• Put yourself out there : Go to campus-sponsored events and set a goal of talking to at least three people you don’t know, even though it’s scary. The bonds you make in college allow you to create lasting memories and friendships long after graduation.
• Stay open-minded : College is a time when you are reminded of your values and beliefs while also learning new ways of seeing the world and expanding your worldview. It’s also an opportunity to recognize the difference between disagreement and disrespect — and to develop the tools to respond to both scenarios.

Eight differences between college and high school

The difference between college and high school can be overwhelming, but it doesn’t have to be. Start by preparing yourself by asking questions and putting support systems in place so you can meet the challenges and adjustments of high school vs college head-on.

1. Age groups

In high school, students are surrounded by other students who are close in age to them, typically only one to two years of difference between students. And while high school seniors, seventeen to eighteen years old, can have classes or be involved in activities with first-year students, roughly fourteen to fifteen years old, that is rare and often the most significant age gap in high school.

On the other hand, colleges can have a much wider range of ages and age groups as students pursue undergraduate and postgraduate degrees. Additionally, the age groups at college vary because colleges are filled with first-time and traditional college students, students returning to school after working full-time, and graduate students pursuing advanced degrees.

2. Independence

A student’s life in high school is pretty structured, with classes consistently meeting for 7-8 hours each weekday. Plus, most high school students live with their parents or guardians.

College is almost the exact opposite, especially if students choose a school that is not in their hometown. Students are now in charge of their own time, schedules, and lives. Yet, independence and freedom come with their own set of challenges. College students are responsible for their own choices, decisions, and the positive and negative consequences of those actions.

Set priorities and boundaries for yourself with your school work and social life. Additionally, don’t be afraid to use your school’s comprehensive support services and seek additional help from friends, family, faculty, and staff.

At University of Bridgeport, our student experience embraces and celebrates uniqueness. Learn more today!

3. class size.

Another difference between high school and college is class size. In high school, it’s rare to have more than thirty-five students in a classroom solely taught by teachers. In college, however, classes can range from five to two hundred students, depending on the institution’s size. Keep in mind that general education courses will have larger class sizes than the specialized courses in a student’s chosen major or field of study.

At University of Bridgeport, for example, the student-to-faculty ratio is sixteen to one, and the average class size is fourteen. Additionally, while professors with doctoral degrees teach most college classes, some classes, especially ones at large universities, are taught by graduate assistants.

4. Course Load

College courses are more challenging than high school courses, but with hard work, focus, and preparation students can be as, if not more, successful than they were in high school. In college, students are assigned substantial amounts of reading and writing, which may not be directly addressed in class. Don’t expect your college professors to remind you what reading needs to be done or when assignments are due.

Instead, use the course syllabus given to you at the start of the course to create a calendar for yourself including the assignment due date and how it will be graded. Lastly, exams can be long, writing assignments are frequent, and there are more debates and discussions, so it’s essential for students to stay on top of their course load.

Grading is one of the most significant and eye-opening differences between high school and college. Students in high school can get good grades by comprehending what they were taught and solving problems precisely as they were taught. Plus, daily assignments and extra credit opportunities are more frequent in high school, which benefits those students with lower test scores.

Conversely, college students are graded on their ability to apply what they learn to new situations and problems. Daily assignments and extra credit opportunities are rare, as grades are determined by tests and papers.

There are also fewer opportunities for grades overall, with some courses only having two or three tests in a semester. So watch out for your first tests. These are usually “wake-up calls” to let you know what is expected, but they may also account for a substantial part of your course grade.

6. Flexibility

In addition to increased independence, college students enjoy more flexibility. They manage their own time, control their schedule, and are responsible for getting to class, doing their homework, and studying.

Set yourself up for success by choosing classes that fit your schedule and identifying when you study best (morning, afternoon, or evening). For example, if you are not a morning person, try to avoid any early morning classes if your major allows you to do so.

College students also have flexibility in choosing their major and can even enter college as “undecided,” which allows them to explore a variety of majors, courses, and future career options.

7. Social Life

College students have a much richer, dynamic social life than high school students. In college, students are surrounded by people from their dormitories, classes, extracurricular activities , jobs, and more.

Create a dynamic social life by getting involved as much as possible with:

• Club meetings
• Greek and dorm events
• Study groups
• Volunteer opportunities

8. Responsibility

It’s important to stress that increased independence and flexibility bring increased responsibilities. College students cannot rely on parents or teachers to set their schedule and priorities like they may have in high school. Instead, college students must balance and set their priorities themselves. And this goes beyond the classroom—don’t forget to set aside time to do laundry, exercise, and other self-care activities.

Join the Purple Knight family!

University of Bridgeport is dedicated to embracing and celebrating the uniqueness of our student body. With students from over forty-five states and eight countries, we seek to provide students with career readiness, innovation, and a supportive, challenging learning environment.

Learn more about us today , and we’ll help you tackle each difference between college and high school so that you can thrive. It’s time to start your future at University of Bridgeport!

Change of Course

• Posted May 13, 2024
• By Lory Hough

“We are our own resource”

Essay by Bryant Odega, Ed.M.

“Know history, know self. No history, no self.” 

Those were the words projected on the wall in the beginning of Christina “V” Villarreal’ s T004 Ethnic Studies and Education course. It is a saying written by revolutionary intellectual Jose Rizal, whose writings helped inspire Philippine resistance to Spanish colonization. It is a saying that I’ve often reflected upon throughout the fall semester of 2023, and my last semester this spring as I’ve been student-teaching ethnic studies at a high school in Boston’s southernmost neighborhood, the majority Black, Brown, and beautiful community of Hyde Park. 

From this course I’ve learned that in many aspects, we are our own resource and that by learning our history, we can better know ourselves. It is about being critically conscious of the narratives we are told about ourselves and uncovering counternarratives. Working with Dr. V’s teaching fellow and Ph.D. student Melina Melgoza, I am also reminded about the importance of helping students create new narratives. 

Throughout my student-teaching experience, I’ve had the honor to teach ethnic studies and be a witness to the wisdom and brilliance that my students possess. For example, my students learned about the five elements of hip-hop and, after reading Black Indians by William Katz, used them to showcase how Black and Indigenous people resisted European colonization in the Americas. Students illustrated concepts of resistance, community, and solidarity through powerful poems, songs, and graffiti art. Incorporating hip-hop studies in my practice was inspired by a lesson given by Dr. V’s teaching fellow and Ed.L.D. student, Justis “DJ Faro” Lopez. 

The biggest lesson that I’ve learned from T004 is grappling with what this knowledge compels me to do. I’ve learned that ethnic studies is more than content and curriculum, it is a way of being. As I continue on my teaching journey, I hope to build upon ways to co-create with my students’ classroom environments that humanizes them and helps them uncover their own power. 

After graduating from the Teaching and Teacher Leadership Program this spring, Bryant Odega plans on teaching high school ethnic studies in Los Angeles

"Serve students"

Essay by Douglas Mosher, Ph.D.

As a former first-grade teacher, I believe that the priority of teachers is to serve students. 

When I left the classroom to begin my graduate work at HGSE in 2018, I wanted this mindset to prevail. Yet that guiding north star faded as I dove into coursework. So much of academia at times can feel like we serve science and ourselves in the quest to acquire grants and publish journal articles, with our research collaborators and participants becoming relegated to a distant second. 

My adviser, Professor Jimmy Kim , however, provided me with an incredibly meaningful lesson during the height of the COVID-19 pandemic. Schools had closed and his research lab was in the final year of a three-year longitudinal study examining the effect of his literacy intervention on student outcomes. Initially, it seemed we should continue the study with treatment students receiving the intervention and control students receiving whatever the district provided. But the pandemic was an incredibly challenging time, and school districts were struggling to implement virtual instruction. Jimmy saw this need and decided to provide the intervention to both treatment and control conditions, serving all teachers and students, not just some. He threw a wrench into his study, not knowing how a decision like this might impact findings from a three-year investment. And still he put the needs of our district partners ahead of his goals as a researcher — something that seemed rare in the research world. 

This was a pivotal moment in my time as a Ph.D. student. I was reminded that regardless of our role in the field of education, our job is to serve students and teachers. This is our north star. As a researcher studying elementary school interventions, everything I do should be in service of students and teachers. In this case, providing teachers with a ready-to-use curriculum was what was needed, even if it altered the longitudinal study. 

Douglas Mosher is in his sixth and final year of the Ph.D. Program. Prior to beginning his doctoral studies, he was a first-grade teacher with Metropolitan Nashville

"I truly belong"

Essay by Gabriela Dumancela, Ed.M.

“Students’ success is normally credited to institutions and lack of success to individual students.” 

This was the headline in one of the class sessions of Lecturer Alexis Redding ’s College Student Development course, and it became a revelation to redefine my professional objectives and the meaning of success in postsecondary education. 

As Redding’s lecture unfolded, I was puzzled by the question: “If we aim for every student’s success, what actions are necessary?” In searching for answers, I found a personal connection to my own journey. Arriving at HGSE as a low-income, first-generation, international student, I faced numerous challenges and moments of uncertainty. My lack of connections made it difficult to establish a sense of community, and my unfamiliarity with the academic environment of an American college proved even more challenging. 

However, despite the obstacles I initially encountered, I found the resilience to persevere, thanks to the supportive community at HGSE. The relationships I formed with faculty, staff members, and peers served as vital support to connect me with student organizations, find guidance to complete coursework, and mentorship to enroll in courses and activities to further explore my academic interests. Reflecting on my journey, I realized that the people around me played a crucial role in fostering a sense of belonging and empowerment, reaffirming my conviction that I truly belong to the Ed School. 

I experienced a rewarding and exciting academic year, yet this enriching experience would not have been possible without the environment HGSE carefully created for me. As I look back on my journey, I am deeply thankful for the moments of inquiry and inspiration in Redding’s class. After radically challenging my thinking and assumptions, I circled back to my initial puzzle with the answer: If we aim for every student’s success, what we mainly need is a positive environment. When institutions involve stakeholders, like faculty and staff members, to promote students’ wellbeing as much as their learning, they create a system that provides a safe, equitable, and engaging climate, that each student needs for their academic and personal growth. 

Gabriela Dumancela, in the Human Development and Education Program, is specializing in process redesign to enhance college students’ experiences. Her goal is to create environments that nurture their development as “whole persons”

"Teach kindness"

Essay by Ezza Naveed, Ed.M.

Something I learned this year that really stayed with me happened during my Equity and Opportunity Foundation class. I learned about “social class” and how it shows up in educational spaces. 

I read about how isolating schools can be for people who “embody” a different class. I read about how a student, the son of immigrant parents from Ireland and Pakistan, grew up exposed to “high-class” activities. Instead of taking him to Pakistan or Ireland, his parents took him on expensive European vacations, trying to “culture” him. Yet, when this student showed up to an American boarding school, he felt deeply isolated from his peers. From the hidden curriculum of how the place ran to cultural references of the “upper class” students, it was difficult to relate.

This made me wonder — who were the peers in my elementary school who felt isolated because of class differences? I will never forget my classmate, Ehsan, who, on Parents’ Day, joined us in describing our parents: “Doctor, engineer, accountant, banker, army officer…” 

Ehsan said, “My father has a chicken shop.” 

“A CHICKEN shop?” the teacher asked, with surprise. 

“A chicken shop,” he said, beaming with pride. 

As 8-year-olds, we did what we knew best. We laughed at him. With time, I noticed that Ehsan started to shrink into the shadows, until one day, he left, and we never heard from him again. To this day, it breaks my heart to reflect on what happened. When we went to school, nobody thought about class. Nobody taught Ehsan to “perform” class. That “business owner” was the “right” way to describe his dad. But worst of all, nobody taught us how to accept someone who may be different. 

For 18 years, I sat with this incident, but never quite knew what went wrong. My Equity and Opportunity readings made me realize, Aha, that is what happened. My first interaction with classism during school. Now, as an educator, I’m beginning to think, how can I build a world that will teach kids to be kind, no matter what? To teach children about classism without making them aware of their class? 

Ezza Naveed is originally from Pakistan, where she built a tech fellowship for low-income students in her province of KPK, Pakistan. She is in the Learning Design, Innovation, and Technology Program

"I must play"

Essay by Missy Arellano, Ed.M.

The most impactful lesson I have learned so far at HGSE is the importance of play. 

I embarked on my graduate school journey with the goal to research and implement arts curriculum for young children, and to explore how the arts can build social emotional learning skills. I spent the fall studying with Lecturer Louisa Penfold , creating a portfolio of arts workshops for preschoolers to shape the next generation of critical thinkers. I learned that materials do not need to come in the form of traditional art supplies, they can be found, natural, or recycled objects; and by providing children with everyday objects, I can make art more accessible and equitable.

One day after Louisa’s class I came home to my four-year-old son, Yee, playing with two paper bags from Trader Joe’s. I sat there in awe watching him transform bags into shoes, imagining himself as an alien from another planet. He began narrating a story rich with language, asking me questions about space and the solar system. I was fascinated by how quickly he scaffolded the activity, bringing me another bag and asking me to cut holes for eyes so he could create a mask, then grabbing markers to add color. He spent the rest of the evening coloring the bags and identifying colors to express his emotions. He embraced the true essence of learning through play via grocery bags! 

That night I reflected upon how what Louisa was teaching in the classroom unfolded in my own home. It left me wanting to further explore ways in which children can experience impactful arts learning. Over the last year, I have uncovered that effective early learning experiences come from creating interconnected relationships by all parties — teachers, families, administrators, communities, and policymakers, but most importantly the child. 

I am always learning, and I am grateful for my time at HGSE. Every day I remind myself that to grow I must play, just like Yee. 

Missy Arellano, from Long Beach, California, came to the Ed School to research early childhood theory and policy to develop effective and equitable practices that support early learners and their families. She is in the Education Policy Analysis Program

"Reflect on feedback"

Essay by King Adjei-Frimpong, Ed.M.

I recoiled whenever I received feedback. I had to emotionally brace myself because even when I received positive feedback, I prepared for its critical counterpart. What exacerbated my reaction was that I struggled with waiting until I thought a product was “done” before sharing it for feedback. When the feedback was critical, I was left vulnerable. 

That changed this fall semester when I took Real Talk: The Art and Practice of Brave Communication, taught by the esteemed Lecturer Tim McCarthy , with the support of teaching fellow Diego Garcia-Blum. I took the class expecting to improve my public speaking skills. Yes, that did happen, but what I did not expect was how the class would change my perspective and reactions to feedback. 

Tim uses a “learn, apply, reflect” framework. At the beginning of the week, you learn methods and structures for giving a speech. You then apply those learnings to your speech. After your speech, you receive feedback that you reflect on in order to improve your next speech. The structure of the class is all about feedback, and there are three distinct ways that can happen: 

• Feedback from an impartial party: Teaching fellows from other sections host office hours. They are not grading you, nor do they see your speech, but they are available to talk through ideas or listen to an early version. 
• Feedback from your classmates: After you give your speech, classmates offer on-the-spot feedback. They are also given time to type more detailed feedback. 
• Feedback from the teaching team: The teaching team shares their feedback after classmates. Their feedback is incisive, robust, and thoughtful. 

Initially, I was nervous about the layers of feedback, but I experienced Tim’s method as caring. I felt comfortable evolving my approach to feedback and quickly reaped the benefits of doing so. The framework and the positive experience bled into other classes and advanced my personal and professional development — and all without the typical sting I felt when receiving feedback in the past. 

King Adjei-Frimpong is focused on leadership, communications, and andragogy. He is the host of the podcast What Keeps Us Going. He is in the Education Leadership, Organizations, and Entrepreneurship Program

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The magazine of the Harvard Graduate School of Education

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Boylan knocks out Freeport, and Cortlyn Hefty and North stay alive in girls soccer as well

Freeport showed off its defensive prowess during Friday's Class 2A Freeport Regional final.

Boylan just showed its depth.

And it was the Titans' balance and depth that won out, though just barely in a 1-0 all-out battle.

More Rockford-area soccer: These rivalry matchups are looming for Rockford-area high school girls soccer playoffs

"Oh man, hat's off to Freeport, they sure took some notes from our last game, and they came to play," said Boylan (17-3-2) head coach Taylor Meyers, coaching her first game back after missing some time to have a baby. "We were slow to start and couldn't figure out how to break them down.

"But then we had a sophomore come in, Gianna McGraw, and she powered through and got a goal for us. That was all we needed."

McGraw, just brought up from the JV team for postseason, came in in the second half as part of Boylan's pretty constant rotation of players in and out. She then bullied her way through three Freeport defenders to pound a loose ball into the net with 25:52 left to play in the game.

It had been a scoreless battle, mostly on Boylan's side of the field, and Freeport's defense came up time and time again.

Led by hybrid-defender Cadence Diduch, but without the program's all-time leading scorer Autumn Diduch out — she tore her ACL just before the postseason started — Freeport (9-6) hung tight with Boylan all night.

"We weren't going to let that happen to us again," Cadence Diduch said of the 5-0 loss the Pretzels' suffered at the hands of Boylan just over two weeks ago. "We sure missed Autumn, that's for sure. But we can be proud of how hard we battled today."

But McGraw wasn't too be denied midway through the second half, and that was enough.

"None of us wanted to go into PKs; we wanted to finish this thing off," McGraw said of her first varsity goal. "I just gave it my all, and it wasn't pretty, but it felt amazing when I saw it went in."

What does it mean?

The Titans' win, along with Belvidere North's 4-0 victory over Dixon in another 2A regional final on Friday, kept alive the chances of another meeting between the top two teams in the NIC-10. Cortlyn Hefty is leading the state in goals scored, according to maxpreps.com, and Belvidere North is now 20-1 on the season.

"The girls are playing well, and they're doing what they have to," Belvidere North head coach Jeremy Naff said. "Today we took care of business."

After scoring one of North's four goals on Friday, Hefty has 67 goals on the year, sixth in the nation, and the Blue Thunder will next take on either Burlington Central or Woodstock North in Wednesday's sectional semifinal. A win in that one could mean another matchup with Boylan. Boylan faces the winnter of the Kaneland-Sycamore showdown in the other sectional semifinal. North fell 3-2 to Boylan midway through the season, and that is the Blue Thunder's only loss on the season.

Jay Taft  is a Rockford Register Star sports reporter. Email him at  [email protected]  and follow him on X, formerly Twitter, at  @JayTaft . Sign up for the Rockford High School Sports Newsletter here at rrstar.com . Jay has covered a variety of sports, from the Chicago Bears and Blackhawks to local youth sports, since the turn of the century at the Register Star .