<p>If we're even considering applying to a school such as MIT, we probably loathe the grade B. The reason I am posting this is that I received a B both semesters this year in the same class, a class that I can't seem to do well in. I don't know why I can't seem to do well, but I definitely have not slacked off. So here's my question: how much do these matter? I'm currently a sophomore in high school and have decent EC's and SAT's(2200's currently without intense prep). For the rest of high school, I most likely won't get a B again unless I get super unlucky. I feel awfully miserable right now because of this. The worst thing is, I'm an Asian male. If I get no more B's for the rest of high school, will my chances be significantly hurt by these B's? </p>
<p>Thanks for the reply. The B’s were in AP world history Those DBQ’s absolutely screwed me over as my teacher graded them on the collegeboard rubric and my average essay grade was like a C.</p>
<p>^^ Well, it depends on the person’s goals, no? There’s no absolute scale. I’m in college, and I’m still deathly afraid of getting B’s. Damn graduate school! :)</p>
<p>Else, hey, I’d probably sign up for a ridiculous number of ridiculous classes and just enjoy all that cool, crazy stuff. Be carefree.</p>
<p>^Well, but there’s an obvious solution there – better to get B’s in college and excel at research and scholarship than to get A’s and not. And there’s not a big return on getting A’s and excelling at research vs. getting B’s and excelling at research.</p>
<p>^^ Is this still true for math graduate school? I’ve pondered the question a while, and I seem to notice the big difference between what my good CS major friend’s and my colleagues tell me is that the CS major friend’s colleagues are all out doing research, and mine are all reading math books without a word about trying to get published. I’ll certainly do a senior thesis, but the strong feeling I’ve gotten is that given there’s a particularly considerable technical barrier to overcome before one does <em>real</em> math research, e.g. what a Ph.D. student who’s passed his/her qualifying exam may start working on, most of my time should be spent learning. In which case it’d make sense that math grad schools really do want to see A’s?</p>
<p>I’ve asked this question all over the place, and always get very tough to process answers!</p>
<p>I’ve read somewhere that for theretical physics and math, grades are crucial. Anything less than A’s on math/physics courses will be a blemish, as opposed to what may be seen in grad school for experimental sciences (biology, in the case of mollie). I mean, there’s not much theoretical math/physics research opportunities, so standing out usually means perfect grades. To do theoretical physics research, you probably need enough to get a math degree while learning, while for math, it’s even harder, so I guess grad schools look more closely at grades, because that’s often the only thing they got for those subjects to measure your ability.</p>
<p>Well, but that’s the issue – standing out usually means perfect grades. But it would be immensely more useful to stand out via the things that are actually important in graduate school, like research and scholarship. I’m confident that a recommendation from a respected professor saying you’re the best thing since sliced bread will overcome virtually any grade deficiency, whether in biology or in math.</p>
<p>I’m not saying it’s easy. (For the record, it’s not easy in biology, either.)</p>
<p>Mathboy, if you have a question about what sort of application is successful, just ask one of your professors or your advisor. Graduate school admission doesn’t have the same smoke and mirrors as undergrad; people are forthright and will just tell you what they want to see. </p>
<p>Just do well in class and don’t worry about it. When you get sufficiently advanced, look to work on some real problems starting in the summer.</p>
<p>Sure, I’ve asked already, several opinions, including those of people with success in the process. I am aware of what’s generally important, and that’s what – it seems from them, along with advisers, that you should aim to have very high grades, mostly A’s, and then doing something like a thesis or REU helps. A grad student I spoke to said he had roughly a 3.5 GPA overall in his school, but a 4.0 in math coursework. He did an REU, but little other research work, and didn’t even get published. </p>
<p>Anyway, I am indeed trying to get “sufficiently advanced”. I have a sort of mental picture of where I want to be by the time I begin work on my senior thesis. </p>
<p>Also Mollie, I believe you’re totally right in saying the recommendations are key. Recommendations will <em>easily</em> counteract grade blemishes if from sufficiently esteemed faculty (of which there are plenty in the math departments, either at my school or of course at MIT), from what those who’ve spoken to me have mentioned. The thing is, again – who recommends you?! Professors whom you took classes with. There’s less of a chance to meet faculty through other means (like research work in experimental science or CS or something, I guess). The senior thesis advisers make for great recommendations too – of course, that’s just one person.</p>
<p>I think it’s usually a balance between doing very well in a professor’s class and getting the professor to know you personally + think you may not quite be upto the standards of sliced bread, but something close :)</p>
<p>@kryptonsa36 - Of course not! But I am not an Asian male, and the OP specifically mentioned that he was, so I wanted to add that not all Asian males had 4.0’s in high school.</p>
<p>Hmm… my recommendations both came from teachers that gave me B’s. I didn’t plan it that way (because of a “grade deficiency”), but in struggling in their classes I got to know them well. But thinking about it now, if you are close to those teachers, having them write your rec’s could work out wonderfully.</p>
Those DBQ’s absolutely screwed me over as my teacher graded them on the collegeboard rubric and my average essay grade was like a C.</p>