A recent report reveals that selecting the right advanced coursework in high school can significantly shape a student’s college options and overall academic journey. Therefore, depending on a student’s postsecondary path, they might want to consider adding advanced coursework to their four-year academic plan. Understanding which courses are available within the course catalog and how each course differs from its alternative options are critical for selecting the appropriate combination of classes to take in high school. Some courses may be sequenced with prerequisites, while others may require a certain grade or GPA to enroll. Because their transcript is one of the most fundamental storytellers for a student’s postsecondary goals, taking the right courses has the potential to be the gatekeeper for their intended next steps after graduation. The following five types of advanced courses have their distinct advantages and knowing how they work can help students to make the best decision for their academic journey and their future. That’s why anyone is a pivotal advising position - teachers, counselors, and school leaders - should be aware of these options.  

Advanced Placement (AP)

Advanced Placement (AP) courses are often options within a school or district course catalog. These courses are designed by the College Board, and schools have to be approved to provide them. Taking AP courses comes with several advantages, including the level of rigor that helps prepare students for a college or university experience and their possible usage for college credit, which depends on students earning a 3 or higher on the associated exam. It’s important to note that not all colleges and universities accept AP courses for credit and some require a 4 or a 5 on the test, not just a passing score. Reluctant students who may fear the academic commitment that comes with AP, can be advised to take one of the more “entry level” AP courses first, such as AP Human Geography, which is offered in some middle schools for 8^th grade students. AP Human Geography is very different in terms of the course material than AP Calculus AB, for example. This is where understanding the different offerings and a program of advising for students are critical.  

International Baccalaureate (IB)

International Baccalaureate (IB) courses are another option for students when available at schools authorized to offer them.. As indicated in the name, these courses are recognized internationally by institutes of higher education (IHEs).  Schools may require a certain GPA or academic standing to allow students to take individual IB courses, or a full IB Diploma Programme (IBDP). Th IBDP consists of six subject groups with three levels: High Level (HL) at 240 hours and three Standard Level (SL) at 150 hours. IB courses are assessed through a combination of internal assessments that graded by the teacher or an external examiner and external exams that include written essays, multiple choice, and structured questions.  Additionally, to earn the IBDP, students must also complete the requirements of three core content areas: Theory of Knowledge (TOK), the Extended Essay (EE), and Creativity, Activity, and Service (CAS). All of the IB assessments contribute to a student’s overall score, and many colleges and universities award credit for certain levels of achievement. Here is a site where you can search the IB credit/advanced standing policies for US universities. Helping students to access and succeed with IB status can make a significant difference for college preparation and acceptance.

Dual Enrollment

Dual enrollment courses are often offered in high school, especially for juniors and seniors who are on a college-bound track. Dual enrollment courses are typically designed through a partnership with a local college or university where students at that high school might attend. That said, dual enrollment credits are generally transferable to other IHEs as either electives or direct replacements. There are three common formats for dual enrollment offerings: 1. Students are enrolled at a college or university taking courses online during their school day; 2. Students are enrolled at a college or university taking physical courses at the college on campus during their school day; 3. Students are enrolled in a college course on their high school campus that is taught by an approved high school teacher who has the associated credentials to teach the course. There are other formats, such as evening and weekend versions, but most dual enrollment offerings are supported by an in-school component. One thing to keep in mind with dual enrollment courses is that if they don’t line up with the high school course catalog, students need to retrieve the related college transcript to be able to demonstrate that they’ve earned the credits. This is especially important if they intend to apply those credits to a different college or university than where they earned them. The good thing about dual enrollment options is that the credits are directly applicable to college versus AP and IB, which often come with stipulations (like passing the exam). The unfortunate thing about dual enrollment is that they typically come with the cost of the credits—sometimes reduced but frequently at full price.

Articulation Agreements

Articulation agreements are another good way for high school students to earn college credit before graduating. Courses that have articulation agreements are high school courses that students take within their normal schedule, taught by their high school instructor; the difference is that these courses result in college credit because an IHE recognizes the syllabus as aligned to a course that they offer at the college level. When high schools and IHEs—usually local 2- and 4-year institutions—work together to develop these agreements, the benefits work both ways. First, the students earn college credit without paying for it, and second, the college becomes more enticing because the student already has credit to apply, saving money and time. The downfall to articulation agreements is that the credits aren’t always transferable to other IHEs. Although the course looks attractive on the transcript, prepares students through a high level of rigor, and may boost the GPA (some schools offer a weighted scale), students have to use the actual signed agreement to petition for the course to count anywhere other than where they earned the credit, which isn’t a guarantee.

Career and Technical Education (CTE)

Career and Technical Education (CTE) courses are regularly thought of as alternatives to the college path, but that’s not necessarily true. Of course, there are CTE pathways that lead to industry credentials and direct workforce options after high school, but CTE courses can also have their own articulated agreements and advanced standing status. We might see a construction pathway student taking courses on campus at a local community college, and we might see an engineering pathway student taking an upper-level course with an articulated agreement. Many students who take courses in CTE programs or CTE-specific schools learn quickly that the path to the career of their calling requires more school after graduation, whether that be a 2- or 4-year degree, an apprenticeship, or stackable credentials (typically earned at an IHE). CTE courses are also great to have on the transcript because they’re far more specific than general education coursework, indicating a student’s interests and focus.  

Conclusion

There are tons of benefits to taking advanced standing courses in high school and advising students through their decision-making process about which ones to select is nuanced by the student’s path and how they plan to use the courses. In other words, the utility of the course should be given as much consideration as taking it to boost the GPA and look good on the transcript. This means that schools and districts have a responsibility to build the best course catalog that they can so that their students have a competitive advantage when applying to college, and it means that advising and four-year academic planning are more important than ever. Before students and counselors begin to make these selections, students should be given opportunities to take assessments to learn about their strengths and interests, explore and plan for their careers, and set postsecondary goals, which work together to help schools, students, and families make the most informed decisions possible.

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