I am currently a sophomore in high school. We have 2 levels of high school math after geometry (algebra I and geometry are all one level). Algebra 2 is divided into Algebra 2 (not honors) and Algebra 2/Trigonometry (honors). Despite having A’s in both algebra 1 and geometry, I still got recommended for just Algebra 2 (I am not sure why since I did very well in both classes). Now, I have an A+ in non-honors algebra this year.
My dream school is MIT, I love the campus, the EECS school, the area, and so much more.
I am taking precalculus (not honors level, you have to take honors algebra 2 in order to take the honors precalc) over the summer so I can take AP Calc AB and then AP Calc BC senior year.
Since I can’t take honors math, will my chances of getting into MIT be hurt (or ruined)?
Did you ask your counselor then or now why you were not placed in the honors course, despite A grades in the previous courses?
For MIT, it may matter that you appear to have chosen a less rigorous math sequence. Unless your counselor writes that this was involuntary on your part, that may be seen as a negative when your application is read (many applicants will show choosing the most rigorous math offered to than).
There are many opportunities for math acceleration outside of your HS.
The most basic is to self-study BC Calc.
You can go to intensive math summer programs
You can also take BC Calc online.
Depending on where you live (more options in major metropolitan areas) you can take Calc at the college level over the summer or during the school year.
I did have a say in the decision to take non-honors math. To be honest, my teachers and counselors would push the “don’t you want to take it easy and have friends?”. They kind of sold the idea that I wouldn’t be smart enough for it, and push that I wouldn’t keep my friends because I would be too busy (although that’s false). I regret not taking honors and wish I would listen to myself and not be influenced by them.
But did they sell that idea of taking the easier courses to others who earned A grades in algebra 1 and geometry, or just you? Or did they do so to some (including you) but not others on a non-academic (in some cases likely illegal) basis (e.g. SES, race, ethnicity, gender)?
It was definitely not based on SES, race, etc. Only one person in my geometry class last year was recommended for honors. My friend group from geometry (minus the one girl that got recommended) all got recommended for non-honors despite us all getting A’s and consistently doing well. The girl recommended for honors had an A+ all year.
First and foremost I want to warn you against the idea of a “dream college.” The people I see who get hurt by the college admission process are the ones who focus on one or two hyper-competitive schools and then don’t get in.
When the time comes (junior year) work to create a solid college list that includes reach, match, and safety schools that appear affordable (find out your parents’ budget and run the net price calculator for each school) and that you would be excited to attend. There are tons of amazing colleges and universities out there.
But FWIW it may matter to MIT that you are not on the honors math track. You should discuss placement with your math teacher and guidance counselor.
Thank you so much for your advice about dream schools. Would it be beneficial or sort of “make up” for 2 non-honors math courses by taking a community college calculus class in between AP calc AB (jr. year) and AP calc BC (sr. year)?
No. Calculus AB ≈ college calculus 1, while the remaining part of calculus BC ≈ college calculus 2. Taking college calculus 1 or 2 would be needless duplication. However, if you take college calculus 2 after calculus AB, you can skip calculus BC and take college calculus 3 afterward.
The main concern you would have is whether the non-honors algebra 2 and precalculus are sufficient preparation for calculus. They should be, but in some high schools, they are not.
With whom did they fill the honors course with, if only one student was recommended for it? Or did she get to be personally tutored by the teacher as the only student in the course?
My teacher recommended only one person. However, another teacher was recommending most of her kids for honors so it made a few classes fill up. It varied by teacher a lot in my school.
“I did have a say in the decision…” That compounds the problem.
It is possible there was more going on than favoritism by other teachers. The district may have guidelines. The math teachers and GC may have an idea which students have the stronger skill sets, actively participate on a high level, more quickly grasp increasing challenge, etc, regardless of your class grades. We don’t know your situation.
But yes, strong math and science, rigorous course choices, and more, is key to getting into one of the premier STEM colleges in the country. It’s not all it takes, but this matters.
Now that you agreed to this path, your focus needs to be on how to resolve the issue it creates. You will need to supplement, one way or another, maybe use summer sessions to get ahead, look into local college courses or Dual Enrollment, etc. (Make sure your hs allows this, before counting on it.) Have that frank talk with the GC, maybe also the teachers, to get an idea if you are considered a strong stem kid. It’s more than grades.
And read the MIT admisions blogs. Before you set a notion of any dream school, make sure you know what matters to them, in building a class.
I am taking non-honors precalc online through my county’s virtual school program so I can get ahead. No online class, regardless if it is honors level in-school, is honors through the virtual school. I am taking precalc so I can get back on honors track and take AP Calc AB then BC senior year.
So that’s one idea. Look for more. The tippy tops like kids with the sort of thinking that goes beyond what’s avaialble. There may be more you can do via the virtual program, as a start.
Yes, some will be catch-up, the courses not available on your current track. But see about going beyond that. Especially if there may be a future schedule conflict. Remember, this is about more than just the math.
Don’t just dive in the deep end, in case you aren’t ready for something particularly challenging. Instead, do the pre-class learning to ensure you are ready. You do need some self-awareness.
And it’s probably good for you to check what sorts of teacher relationships you can build with different online programs.
BUT, all we’re offering is initial ideas if you want to try to overcome. You do need to be aware of the immense competition for a spot at schools like MIT- and all that it takes, for a low shot, to begin with. You may want to consider @happy1 's advice to find the right range of safeties and matches. Be aware of what other great options are.
Looking back at why, how, etc. a past decision was made is a waste of time and energy, IMHO.
Getting through Calc AB and BC with good grades in Junior and Senior years is sufficient and will put you on par with a majority of MIT applicants in terms of math (despite claims on CC that every MIT freshman has taken MVC, Linear, and DiffEq…).
One of my D’s best friends in HS was in her Senior year BC class and is now a Junior at MIT, doing quite well.
Do note, however, that this just means it’s not a big miss in one area of an application. Getting into MIT is very difficult and a vast majority of rejected applications also have been through Calc.
https://mitadmissions.org/apply/prepare/highschool/
Academics
A strong academic foundation in high school contributes to your own development, improves your odds of getting into MIT, and helps you make the most of the Institute when you’re here. We recommend (please note that these are not requirements) that your high school years include the following:
One year of high school physics
One year of high school chemistry
One year of high school biology
Math, through calculus
Two years of a foreign language
Four years of English
Two years of history and/or social sciences
Without knowing the whole story of the non-honors recommendation, let me insert that maybe OP meant that “only one kid” was recommended from REGULAR to move UP to honors math.
That would not be unusual during the transition into the much harder Algebra II or Precalculus courses. Most of the honors class would be filled with kids who also had honors the year before.
Let me also say, as a teacher, that it’s not just your grade in regular classes that matters for honors. For instance, in my school, the grade in regular classes is based less on tests and more on in-class activities, and the homeworks are easier - which means that a kid could earn an A in a regular class and still not be a good candidate for the honors course the following year.
In our HS, grades and teacher recommendations are only two of three factors. Standardized testing is the third. If your math grades on the standardized tests weren’t in the top 5% -10%, you would not have been moved up without a parent making a pest of him/herself (not saying this is right, but it CAN make a difference).
OP, I am curious to hear whether your parents advocated for you in this decision or were they not involved? It seems the outcome might be different if they had input.
I think your path forward is a little clearer. Math matters at MIT, and Calc BC in your senior year will be seen as par for the course.
In my county, there is Algebra I, Geometry, and then honors maths. There was no geometry/algebra I honors.
My parents are relatively laid back and don’t want me to be overly stressed out, but they see I love to work hard. My parents don’t completely understand how HS classes/schedules work. They told me to do what was recommended for me. I don’t have parents that demand all A+'s from me (although I do demand all A’s from myself so far). Very thankful for their views because it’s helped me have a good relationship with them (especially during moody teenage years).