<p>current junior:</p>
<p>9th: honors geometry, 9th summer: self-study algebra II
10th: honors precalc
11th: calc BC
12th: calc 3, diff eq.</p>
<p>:]</p>
<p>.</p>
<p>I find the definitions provided here for “success” to be rather dubious. If the student is better off having come to this school, and the school is better off having educated this student, then… I’d say this was a successful match. Tenure track positions, making an “impact” in the field, winning prizes, those are all very misleading goals which lure and pressure a lot of undergrads down a path that ultimately does them no good at all. All for the sake of having felt like they’ve “succeeded”.</p>
<p>Now this is my personal take, I think you should be able to stop right here, at the end of an MIT education, and not take one more step toward academia and still be able to feel powerful like you matter and it was all worthwhile. And I think after you’ve accomplished that you can start thinking about going to graduate school.</p>
<p>9: Geometry (in class) and Advanced Algebra / Trig (independent study)
10: Pre-calculus
11: Calculus AB
12: Calculus BC</p>
<p>I took 18.022 and did very well. 18.03 was also no problem. Learning single-variable calculus really well in high school is very useful.</p>
<p>^^ I definitely agree with your point of view on what the goal of the university should be. Might I say that I believe those most likely to benefit from such a top university like MIT + its environment are best identified via the criteria I provided – now how to discover whether the criteria are satisfied may take some creativity.</p>
<p>And An0maly, thanks – that was definitely my intended message. What I’ve discovered is that one only learns so much through classes (they’re meant to get you started, not anything else), and a lot of the rest comes from when you decide you know what you want to do, and talk to the experts about that stuff. Valuable self-reflection time is definitely good.</p>
<p>Current junior:
7th- algebra 1
8th- algebra 2
summer before 9th- geometry
9th- precalc
10th- calc bc
11th- calc 3, linear algebra
12th- diffeq, real analysis</p>
<p>So if we have a 4/5 on our AP BC exam, we don’t have to tak 18.01 or any variation of it right?</p>
<p>right. [MIT</a> Admissions: Advanced Placement & International Exams](<a href=“http://www.mitadmissions.org/topics/before/advanced_placement_international_exams/index.shtml]MIT”>http://www.mitadmissions.org/topics/before/advanced_placement_international_exams/index.shtml)</p>
<p>By 8th grade I was done with precalculus through JHU’s CTY program and I also knew a little bit of Calculus.</p>
<p>9th grade: (school sucks and said I can’t skip because JHU CTY and Stanford EPGY courses aren’t high school quality…*** mate) Geometry
10th grade: Algebra II
11th grade: Precalculus, took the Calc BC exam by prepping for about 8 weeks before the exam, that ****ed them (the school) off (I’m a junior right now)
Summer: Will take CTY Linear Algebra, self studying Mutivariable Calculus and Differencial Equations
12th grade: Calculus AB (lol…stupid school), continued mutlivariable and diff. eq. self study, real analysis self study</p>
<p>^ LOL, that’s hilarious. Impressive, too.</p>
<p>doesn’t your school allow placement tests to get out of courses? i’m sure you would’ve passed with flying colors - that’s what I did to skip out of algebra II.</p>
<p>^^Some schools have very rigid tracks. If you place above their highest track, they just try to slow you down. It happened to me, too.</p>
<p>Moi aussi 10char</p>
<p>Looking forward to applying next year</p>
<p>9th: Adv Algebra II
10th: Adv Geometry; Adv Algebra w/ Trigonometry
11th: Adv Pre-Calculus; AP statistics; Structured Programming(Pascal)
12th: AP Calculus BC; AP Computer Science(as independent study)</p>
<p>Yeah my school goes by the philosophy that you cannot learn unless it is done in the classroom. Otherwise you do not perfect the subject matter. I call BS on that one.</p>
<p>^^ The school’s philosophy holds for <em>most</em> students, if you think about it, but I agree it’s complete BS to extend it to all students. Most students won’t do what is necessary outside of class. </p>
<p>Then again, I am all for 100% freedom and letting students live with the consequences of their actions, with only fair warnings, not prevention, as the standard precautionary method.</p>
<p>DD is going to be a freshwoman at MIT this fall. She was admitted EA and this is what her math sequence was:
6th - Algebra I
7th - Hons. Algebra II
8th - Hons. Geometry
9th - Hons. Pre Calculus, Programming
10th - AP Calculus BC (5), AP Computer Science AB (5)
11th - AP Statistics (5)
12th - Multivariate Calculus, Differential Equations</p>
<p>Accepted EA 2013:</p>
<p>9th: Algebra 2/Trig Honors
10th: Geometry Honors and Precalculus Honors
11th: AP Calculus AB
12th: Probabilty & Statistics Adv, and Discrete Math</p>
<p>Accepted RD 2013:</p>
<p>Freshman: Honors geometry.
Sophomore: Honors Algebra II, AP Computer Science A.
Junior: Honors precalc/trig.
Summer: AP Calculus BC through JHU’s CTY Online (awesome, by the way.)
Senior: AP Statistics (my school doesn’t offer anything past BC, which only about 10 of 300 people take.)</p>
<p>I noticed during CPW (admitted students weekend) that most people had more math experience than I did… in some cases a lot more. But I’m a white girl with from an upper middle class suburb with nothing super-outstanding on my app (although I did have really high grades and test scores.) Point is that the lack of any crazy math experience doesn’t necessarily keep you out if you’ve made the most of what your school offers.</p>
<p>MIT c/o 2013</p>
<p>8th grade: pre-AP Algebra I
9th grade: pre-AP Geometry
10th grade: pre-AP Algebra II
11th grade: pre-AP (?) precalculus
12th grade: calculus</p>