We¡¯ve discussed the best classes to take before, but recent research has made this point even more clearly. A has revealed that calculus alone acts as a major gate for college admissions: students who do not take calculus in high school have admissions chances 16.4% lower than their peers who do. 

This is a remarkable claim, and has serious implications for high school students who are considering applying to college. In this article, we¡¯re going to look at what this paper is actually saying, and what it means for you, especially if you’re at a high school which doesn¡¯t offer calculus. 

What Does the Paper Say ³Ô¹Ï¹ÙÍø Calculus and Admissions?

The author of the paper sought out to determine two different but related points: 

1. Whether or not calculus specifically mattered for admissions decisions for STEM majors, and if not taking calculus would hurt a student¡¯s chance of acceptance.
2. Whether or not any effect calculus has was more pronounced among Asian applicants.

In order to test this, they submitted simulated applications to a large number of current and former admissions officers who agreed to take part in the study. These applications varied in three ways:?

• Whether the applicants took calculus in high school, or if they did not because it wasn¡¯t offered.
• Whether the applicant was white or Asian American.
• Whether the applicant submitted SAT scores.?

Now, top colleges look at more aspects than this when making an admissions decision; the other aspects of the application were varied to make sure they were in line with what the target university would expect. The admissions officers then judged whether or not the student¡¯s academic profile (and only the academic profile), would cause them to offer the student acceptance, waitlisting, or rejection. All of the applicants were noted as applying for undecided engineering majors, again for consistency.?

The author of the study admits that this experiment is limited compared to real world data; many things are factored into an admissions decision besides academic readiness. That said, the importance of academic readiness for top institutions is well known, and this does serve as a good proxy to test how these specific variables can impact how a student is viewed and weighed. 

The main finding of the study was that students who did not take calculus, despite taking all other math and science courses at their school and their school not offering calculus, were 16.4% less likely to be admitted to any given college. The study found no difference between white and Asian applicants in this; both groups were equally penalized for a failure to take calculus. 

Interestingly, the study found that this held true regardless of who the admissions officer was or where they worked. At both highly competitive schools and ones with higher admission rates, calculus was a major point of consideration when deciding whether to admit a student. 

What Does This Paper Mean for You?

The paper spells it out quite clearly in its own conclusions, and the data is clear to anyone who reads it. If you want to be a competitive applicant for a STEM major, then you need to take calculus in high school. It doesn¡¯t matter who you are or which school you¡¯re applying to; calculus is simply something that all students are expected to have, and you will be penalized if you don¡¯t. 

On some level this makes sense. Every STEM degree requires at least some knowledge of calculus; it is a baseline of math competency you need to have in order to actually do the work in most of these fields. You can take calculus at college, but it will make schedules tighter, and put off your entry into other required courses for your degree. Colleges want to be sure students are on track to graduate in four years, which means that they want to limit the amount of catch-up students have to do.

The most surprising part of the findings is that this impact is so severe when the study specifically looks at students who were unable to take calculus because their schools don¡¯t offer it. One thing many colleges say is that you won¡¯t be penalized for not taking courses that aren¡¯t available to you; this data shows that that isn¡¯t necessarily true. 

Now, this is simulated data rather than looking at actual applicants, but the implications are still quite clear. The issue that arises for many students is that not all high schools offer calculus; indeed, around half the high schools in the US simply don¡¯t have calculus as a course available to students. 

If your high school does offer calculus, and you intend on majoring in a STEM field, you should take it. Even if you don¡¯t intend to major in STEM, calculus is heavily used in the social sciences as well; it may not hurt your chances as much, but we do advise all students to take calculus if possible. If it isn¡¯t possible, then it may be time to examine other options available to you. 

What to do if Your High School Doesn¡¯t Offer Calculus

If your high school doesn¡¯t offer calculus now, there is likely little chance you will be able to change that. Adding a new course is an ordeal, one which takes a long time to resolve at the administrative level. This may be worth advocating for to help future students, but may not be a timely option for you. 

In this section we¡¯re going to go through a variety of potential options. Not all of these may be feasible for you, but we hope that amongst them you will find something which will work with your circumstances. We will lay out what each requires, and potential downsides or pitfalls. 

Dual Enrollment Courses

When dual enrollment courses first started, it was to offer the most advanced students coursework options beyond what their high school could provide. It has expanded significantly since that point, but this is still a feature for many dual enrollment programs. If your school doesn¡¯t offer calculus, you can see if they have a dual enrollment program.

Now, this program may itself not offer calculus, but getting this added as a dual enrollment course option is going to be much easier for the high school than offering the course natively, and you are more likely to be able to get in as a one-off or exception through a dual enrollment course. 

The one potential downside of this option is that these are college-level courses. Especially if this isn¡¯t a standard offering, you will be joining a course full of college students and expected to perform at their level. The instructor is there to help you, but not coddle you, and you will need to be willing to buckle down and work very hard. Calculus is hard in all cases, but here specifically you may end up in over your head. 

Online Coursework

There are many websites which offer coursework in calculus, including online high schools, some of which are even run by state governments. The big thing here is making sure whatever courses you find are accredited, and being sure you will earn course credit from them. If the calculus course doesn¡¯t show up on your transcript, then colleges won¡¯t consider it (and may not even know you took it). 

Online courses are often asynchronous, and you will submit and complete work on a set schedule, but on your own pace within that schedule. These courses generally have less support available in terms of tutoring and teacher attention than courses in your high school. If you plan on pursuing calculus through primarily online coursework, you will need to be motivated and prepared to learn on your own. 

Non-Accredited Online Coursework

Sites like Khan Academy and Coursera, amongst several others, also offer Calculus coursework. This can range from full courses to bite-sized morsels explaining a particular subject. These are a very useful resource, but cannot take the place of a full calculus course.

These courses can teach you all you need to know of the subject of calculus, but they do not show up on a transcript, nor do they offer you credit. Coursera and similar sites can offer documentation of completion, but this is not equivalent, and should not be taken as such. We advise making use of these sites as a supplement to a more regular method for learning calculus.

The AP Test

It is possible to sign up for AP tests without ever having officially taken an AP course. This is an option you can consider if you are taking calculus in a nonstandard way, but doing so will generally not help your admissions chances. AP tests are administered in the Spring, and if you are taking calculus your senior year, as many students do, this will come too late to impact admissions decisions.

This can still be worthwhile in order to earn college credit for your work, or to serve as a placement for college calculus courses. If you are confident of your math skills, and you can afford the registration fee, then taking the AP calculus exam can be beneficial for you. 

Changing Schools

The last and most drastic option is to change high schools. We don¡¯t advise this generally; it is logistically difficult, and may not even be possible depending on where you live. Especially if you are already in junior year, then changing schools just for senior year will create more problems than it solves. 

If you are just now considering which high schools are best for you, and college is on the distant horizon in your plans, then whether or not a particular high school offers calculus is something you should consider. It shouldn¡¯t be the only thing you factor into your deliberations, but given how impactful calculus has proven to be for college admissions, we strongly advise taking it into account.

Final Thoughts

Each high school has their own distinct course offerings, the ones they think best serve their students. This research suggests that what high schools think is best and what colleges expect may differ however, especially where calculus is concerned. Around half of all US high schools do not offer calculus, and yet in spite of this, colleges very much do expect all students to take it.

We hope that this article has given you insight into what admissions officers expect, and helped you determine what options are available in your own pursuits of higher order math. Colleges can be quite opaque about what they really want from students, but research like this helps elucidate things. If you¡¯re looking for help showing off your strengths to top colleges, or have more questions about what admissions officers want to see, then schedule a free consultation with us today, we¡¯re always happy to hear from you.

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In this article, we¡¯re going to be taking a look at some of the best high schools in Boston. This isn¡¯t going to be an exhaustive review, but will look at some of the best public and private high schools in the city. Our goal isn¡¯t to say that one is the best for all students, but rather to give you a sense of what your options are, and how each may be able to support you. 

The Best Public High Schools in Boston

All of the best public high schools in Boston are . There are good public schools beyond these three, but these three are universally acknowledged as the best. These schools all serve students in grades 7-12, admitting students in grades 7 and 9 only. 

In order to get into one of these schools, you must take the MAP test, which is administered to all public school students in Boston. You must additionally have a B or higher grade point average, and indicate your interest in an exam school. Students are scored; 70% of this comes from their GPA, 30% comes from their MAP score. All three schools share an admissions model. 20% of spaces are given to the best scoring students overall, the remaining 80% of spaces are divided equally among the top ranking students in each of the four economic tiers set by the school district. 

Students who are homeless, living in family housing, or who are in the care of the Department of Children and Family Services will receive extra points for their consideration in their economic tier. There is no benefit from having a sibling in one of these schools. 

By Svetlana Miljkovic – Own work, Public Domain,  

Founded in 1635, this is the oldest high school in the US, and generally considered the best public high school in Boston. While originally male-only, it became coed in 1972, and remains so. It enrolls approximately 2,400 students from grades 7-12. It is usually called simply Boston Latin, while its companion school is referred to as Latin Academy. 

Their is expressly designed to prepare students for colleges, offering a lot of high level coursework across the classic liberal arts disciplines. They offer a full suite of AP coursework, and most students enroll in AP classes. There is some grade inflation at the school, but that¡¯s the case at most every high school. Boston Latin does offer Latin as a language, and it maintains a requirement for all students to take it; four years if you enter in 7th grade, three if you enter in 9th. 

The average SAT score at Boston Latin is 1370; the average ACT is 31. Seniors have an option to pursue a , where they pursue an independent course of study and research project. The school¡¯s community is tight knit, and very academically oriented. There is some competition amongst students, but not excessively. 

By John Phelan – Own work, CC BY-SA 3.0,  

This school was founded in 1878, as the female-only sister school to Boston Latin, leading to the somewhat confusing names. It became coed in 1972, and has remained so. It is generally referred to as BLA or Latin Academy, in order not to confuse it with Boston Latin. It serves approximately 1,700 students in grades 7-12. 

While BLA diverges somewhat from Boston Latin, it was founded on the same model, and their is quite similar. They focus on preparing students for college, and offer the full suite of liberal arts coursework, with most courses being offered at an advanced level, and a full range of AP courses. Much like Boston Latin, all students are required to take Latin coursework. The average SAT score at BLA is 1210, and the average ACT score is 27.

The school¡¯s culture is very focused on academics. There is some grade inflation, but not much, and the student body is generally very supportive. They offer a full range of extracurricular opportunities, sports, arts, school clubs; all that you expect to find from a high school experience. It is not a particularly athletically focused school, but sports are a common ground for many students. Many of their students get into top colleges, particularly liberal arts colleges in New England. 

Generally referred to as O¡¯B (as the full name is something of a mouthful), this is the third and final exam school in Boston, and is an excellent public school. Founded in 1893 as a mechanical school, it still has a strong focus on STEM subjects, as opposed to the more liberal-arts focused Latin schools. They serve approximately 1400 students in grades 7-12.

Their curriculum is STEM focused; while they do offer a full suite of humanities and social studies coursework, they have more advanced science and math courses than the Latin schools. The student body is self-selecting in this regard; the students who are more interested in STEM fields are more likely to try and attend O¡¯B. They offer a full suite of AP coursework, and all classes are offered at an advanced or honors level. A notable program is their Naval JROTC, which is not something that is a major focus of the school, but which is more prominent than many JROTC programs.

The average SAT score at O¡¯B is 1170, and the average SAT score is 26. They regularly send students to top colleges; not every graduate, but a significant number each year. The school culture is very academically focused, with a special preference for STEM. They tend to be quite supportive as a student body. They do offer a full suite of arts and athletics options, though neither is the main focus of the school. 

The Best Private Schools in Boston

In addition to excellent public schools, there are a number of highly regarded private schools in and around Boston. These are all distinct in what they offer, and can be far more individualistic than public schools, for they answer to no-one but themselves. We¡¯re going to go through a number of different options, each of which has something unique to offer. 

By Daderot – Own work, Public Domain,  

Located in Belmont, a Boston suburb, this is one of the best private schools in the Boston area. It is an all-boys school; they have a partnership with the nearby Winsor School, which is an all-girls school, and they combine some extracurriculars with them. They are a day school, but have optional five-day boarding, with students staying at the school during the week and going home on weekends. This is mostly done by students in the greater Boston area, to ease the commute. They serve approximately 470 students in grades 7-12. 

The curriculum at Belmont is aimed at preparing students for college, and follows a liberal arts model, with students taking courses in all core academic subjects. Of note, they offer a number of independent research courses in the physical sciences to advanced students. All of their courses are offered at an advanced level; they have a full set of APs, and offer a number of subjects which go beyond the AP level, particularly in math. The average SAT score at Belmont is 1450, the average ACT score is 33. 

Tuition at Belmont is $71,800 annually for day students, and $81,500 for boarding students. They do have financial aid available for students with demonstrated financial need. Applications are done online through ; students usually enter in 7th and 9th grades. Applications require standardized test scores, the online form, student and parent interviews, transcripts, three letters of recommendation, and a parent questionnaire. Admissions is highly selective. 

By Jplayforth – Own work, CC BY-SA 3.0,  

Located in Groton, Massachusetts, this school is much more of a boarding school than a day school, but does serve day students who reside in the Boston area. When it was founded in 1884 it was a feeder school for Harvard. While it no longer officially is, many of its students still go on to top colleges. This is an Episcopalian school, and students are required to attend mass on Sundays; they can choose which to attend, either the Episcopalian service in the chapel or another service near the school. Groton is coed, and enrolls approximately 400 students in grades 8-12. 

³Ò°ù´Ç³Ù´Ç²Ô¡¯²õ is based on the liberal arts model, and is designed to prepare students for college. Students are required to complete one term of a religious studies or philosophy course, but the curriculum overall is secular, even if the school¡¯s overall philosophy is Episcopalian. They offer an advanced curriculum, both AP courses and other advanced coursework, including some that go beyond AP level. Advanced upperclassmen have the option to take independent study courses where they pursue research projects under faculty guidance in a range of subjects. The average SAT score at Groton is 1460, the average ACT is 33.

Tuition at Groton is $48,850 for day students and $62,740 for boarding students. There is financial aid available to students with demonstrated need. Admissions to Groton is competitive; applications open in September and are due in January. Applications must be submitted ; they require the online form itself, standardized test scores, an interview, two letters of recommendation, transcripts, and a graded writing sample. They are looking for both maturity and academic excellence in students. 

By Daderot – Own work, CC0,  

Massachusetts is still a Commonwealth; that is how they refer to themselves, and that is where this school draws its name. The school itself is an independent day school in Boston, serving a coed population of approximately 160 students in grades 9-12. It is purposefully a very small and close-knit school; that is what it was founded to be. The small size and campus of the school means they do have a lack of athletic facilities compared to some high schools, but their focus has always been on academics. 

The at Commonwealth is modeled after a liberal arts college, and meant to prepare their students to enter the same. They offer a range of advanced coursework, including a suite of APs. There are a number of opportunities for students to conduct their own , including research week (a brief, in-depth exploratory period), and optional senior capstones, where seniors pursue an independent study project under faculty guidance. The average SAT score at Commonwealth is 1520; the average ACT score is 34.

Annual tuition at Commonwealth is $62,780; there is need-based aid available. Admissions is competitive; applications open in September and are due in January. Applications must be submitted ; this requires the online form, standardized test scores, an interview, three letters of recommendation, a transcript, and a graded essay from your current school as a writing sample. Students are also invited to visit; as part of the visit, students complete an additional writing exercise.

By User:Magicpiano – Own work, CC BY-SA 4.0,  

Frequently referred to simply as Nobles, this is a private school in Dedham Massachusetts serving students in grades 7-12. This is a day and boarding school, but only offers five-day boarding; students spend the school week staying at the school, then return home on the weekends. While historically it served mainly Episcopalian students, it is currently a secular school. It once served as a feeder school for Harvard; it no longer is, but many graduates still go on to attend top colleges. It enrolls approximately 630 students. 

The curriculum at Nobles is intended to prepare students for college. They do offer a high degree of flexibility to upperclassmen, with students able to take electives and courses in subjects and subfields which interest them. All courses are offered at a high level. Students may take lab research courses where they learn lab techniques and pursue an individual research project with faculty permission. Note that all students must take part in ten seasons of after school programs as part of the graduation requirements at Nobles. The average SAT score at Nobles is 1450, the average ACT score is 33. 

Tuition at Nobles is $68,500 for day students and $74,800 for boarding students. There is generous need-based financial aid available. Applications to Nobles must be done , they use Ravenna as their application portal. Applications to the school require the online form, standardized test scores, interviews, a parent statement, two letters of recommendation, a transcript, and a student statement. They have an acceptance rate of around 16%; the most common entry years are 7th and 9th grades. 

By Eric Haynes for the Office of the Governor of Massachusetts – https://www.flickr.com/photos/erichaynes/albums/72157646930974957/with/5540797270, Public Domain,  

Located in Milton Massachusetts, Milton is a private school serving students from grades K-12. The lower grades are day only, while the upper school has both boarding and day students. Founded in 1798, this is a very old school, though they¡¯ve moved locations within Milton several times. They are a coed, secular school, with day students from around the greater Boston area.

The at Milton is explicitly college-preparatory. There is a liberal arts basis for it, but upperclassmen are given more leeway to explore their interests through electives and within core requirements. Milton offers all classes at an advanced level; they offer only a few standard AP courses, but many students take AP exams related to subjects they have taken, even if the courses are not officially AP. Upperclassmen may take an independent study course, including individual research projects, with faculty permission. The average SAT score at Milton is 1440, the average ACT is 32. 

Tuition at Milton is $69,900 annually, for boarding students tuition is $79,900. There is need-based financial aid available for students with demonstrated need. All applications to Milton must be submitted online; the first step is always to . Once this is done, you will be able to access the application portal; most students enter in 9th grade. The application requires an online form, standardized test scores, parent and student interviews, three letters of recommendation, transcripts, and an optional graded writing assignment. You may apply as either a boarding or day student; you may not change this designation. Milton is need-aware in the admissions process. Their acceptance rate is around 13%. 

Final Thoughts

This is only a fraction of the high schools in the greater Boston area, but are some of the best available, and all have a track record for serving students well. We hope this article has given you a sense of what options are out there for students, and which offerings may be best suited to meet your needs. Each high school is unique, and each offers something different to the students who attend. 

If you are looking for advice on which high school will best meet your needs, or help applying to some of these remarkably competitive programs, then ³Ô¹Ï¹ÙÍø can help. We regularly work with middle school students to help guide them through the transition to high school, and that includes helping them find the best fit. Schedule a free consultation today to learn more about how we can help you succeed.

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In this article, we¡¯re going to look at online high schools; what they are, how they work, and the kinds of students they serve. Our goal is to explore this in detail, so that you might be able to decide if one of these schools is the right fit for your needs. Not every student will benefit from one of these schools, but students always benefit from having more options, and knowing exactly what those options entail.

What Online High Schools Are

Online high schools follow several different models; the one commonality is that all of them allow students to take classes at a distance, without being physically present in a school building. How exactly that works varies; here are the most common styles of instruction and engagement: 

• Synchronous: Classes are given at set times over video call or some other method, with students logging on to take the course and do work in it.
• Asynchronous: Classes are pre-recorded, and may be accessed and reviewed by students at any time. Asynchronous coursework offers much more flexibility, but also has less structure.
• Individual: Students work one-on-one with a teacher or tutor to do their work, or work alone.
• Group: A teacher instructs a whole group of students, just as in a more traditional high school.

Some schools offer only a single format, but many are a mix of synchronous and asynchronous courses, group work and individual instruction. The exact blend of offering depends on the school. We recommend figuring out which styles work best for you when you are picking an online high school to enroll in; since it¡¯s all digital, there is a lot of freedom of choice, and you should look for one suited to your specific needs and learning style.?

Accreditation

Online high schools are accredited in the same manner as regular high schools. Generally, accreditation is awarded on a state by state basis. A school may be accredited in a particular state despite not being based there. Make sure any online school you consider or enroll in is accredited in your state; a degree from a non-accredited institution isn¡¯t worth anything.

Pros and Cons of Online High Schools

Many of these pros and cons are situational; what is an appealing feature for one student may be utterly unacceptable for another. We¡¯ll go through a list of each, to help you understand the potential benefits and drawbacks of this style of education.

Pros

• Health: Schools do try to keep students safe, but cold and flu season hits students hard each year. It¡¯s much easier to avoid catching a cold if you¡¯re never in a room with people.
• Existing Issues: Students with chronic health or injury concerns are much better able to navigate schools from their own homes.
• Flexibility: While synchronous lessons are at set times, asynchronous courses allow students to learn at their own pace, and to do so at times of their choosing.
• Options: Online high schools are often able to offer far more classes than in person ones, and at a higher range of ability levels, letting students pick from many advanced subjects they otherwise couldn¡¯t access.
• Notes: Especially for asynchronous courses, the lectures and notes can be accessed and reassessed at any time, letting students review at their own pace until they have properly mastered subjects.?
  

Cons:

• Socialization: Even in synchronous courses, there is far less ability to bond with and learn from classmates in online courses, and it is far harder to make friends through school when all of the classes are virtual.
• Distractions: While schools have distractions of their own, students need to be incredibly self-disciplined to be able to focus solely on their lessons and work while at home.
• Some subjects require physical experiences for the full experience, especially in the hard sciences where labs must be done using specialized equipment.
• While cheating happens in all school environments, there is often a significantly lower barrier to cheating in online courses. We do trust your academic integrity, but the temptation is always there, and it is much more difficult for teachers to monitor students¡¯ behaviour in online coursework.
• The quality of online learning options is highly variable; while some are excellent, some are substandard, and it can be difficult for those who are not education professionals already to know which is which before selecting and experiencing one.
• There are rarely any of the secondary activities a school offers. The point of a high school is not band, nor football, nor Model UN, but those things still make up a large part of the experience, and online schools are unable to offer that.
  

These schools are not all good or all bad; as with all educational options, they offer specific things which meet certain situations. The real trick is evaluating these programs individually, as you would any other school you seek to attend, to see if their offerings match your needs. 

How to Evaluate Online High Schools

To help you understand how to evaluate these schools, we¡¯re going to look at a number of examples, analyze their offerings, and see how well they can serve certain students. These schools may or may not be a good fit for you; our goal in this analysis is to give you some examples of good schools, and to demonstrate how to weigh the options they offer. 

This is an independent online high school for students in grades 7-12 for students around the world. It is run from within Stanford University (from which its name derives). It is a separate unit from the university, and attending the Online High School (OHS) does not increase your chances of acceptance to Stanford, but it is well regarded for its academic rigor. 

The school offers courses in all core academic subjects. While they used to offer AP coursework, they discontinued doing so in the 2024-25 academic year. They do offer a significant amount of university-level coursework, what used to be categorized as post-AP. They are able to do this due to their connection with Stanford, and the resources of that university. 

The school currently enrolls just under a thousand students. The courses they offer are synchronous and discussion-based, led by an instructor. This can be challenging for overseas students depending on time zone, but they do enroll a significant number of international students. All students are placed in courses based on their individual capacity in that subject; each student¡¯s schedule is unique, to ensure they are adequately challenged by all of the courses they are taking.

OHS is competitive for admissions, and has a similar application process to many other independent high schools. You must apply (as you might expect for an online school). The application requires transcripts, two essays, five short answer questions, two letters of recommendation, a writing sample, and a parent questionnaire. Standardized test scores are accepted, but are optional. 

for OHS is $31,900 annually at the time of writing. Tuition is consistent across all grade levels. For many online programs tuition is cheaper; in this case, due to the fully synchronous coursework and the level of instructor support, the tuition is commensurate to what you would find at many other independent high schools. 

OHS is an excellent choice for students who want to pursue the most advanced courses possible in high school, and who will benefit from a very rigorous personalized curriculum. The cost is steep, but commensurate to what you will find for most independent high schools. It isn¡¯t the most flexible option, but they are one of the strongest academically. 

Most commonly abbreviated FLVS, this is a public online school for students in grades K-12 run by the state of Florida. This was the first ever public online high school in the US, and currently exists as its own school district within Florida, serving Floridian students in every district in the state. Each state offers their own virtual school options, and like regular public schools, they only serve students in the state. You may only attend FLVS for free if you are a resident of Florida, as it is funded by state taxes. Students outside the state may enroll and pay tuition.

Students may enroll in FLVS full-time, or use the courses to supplement the education they are pursuing as homeschooled students. The FLEX program allows students to enroll in courses on a rolling basis through the school year, to supplement the other coursework they are pursuing. Note that if you enroll in the school part-time, then it does not grant a diploma or allow you to graduate from the program, though courses can be added to your high school or homeschool diploma. 

If you enroll full-time, then the school functions like a traditional school, following the Florida school year calendar. Students in any grade K-12 can do this, and graduates are awarded a diploma like any other graduate of a Florida high school. 

Most of the courses they offer, with students allowed to complete work at their own pace. There are still set deadlines for work, as the school follows the same schedule as the school year, but students may read the textbooks and review lessons at their own pace. There are some synchronous resources available, but almost all of the course offerings from FLVS are asynchronous. 

FLVS offers a of courses, both standard level and honors. They offer a full suite of AP courses; students taking AP courses through the program may sign up for and take AP exams at their local high school if they wish. There are limited advanced courses which go beyond what the AP classes offer, and career and technical courses are limited to those without significant physical components. That said, the courses they offer are the equivalent of any other public school you have access to in Florida. 

Is an Online High School Right for You?

This is a personal choice, but we¡¯re going to go through some groups of students who tend to benefit most from what online high schools offer. Your own educational journey should be tailored to your needs, to best support your strengths and interests.

Homeschooled Students

The obvious use case, and indeed the most common users of online coursework are homeschooled students. These students often choose a range of schools, rather than simply enrolling in one, but programs like FLVS Flex specifically support that approach, allowing you to enroll in only a few classes. 

This is best to supplement subjects where you want to go in more depth, or if you want to take traditional AP courses. Many students are homeschooled in order to gain access to specific curriculums and subjects, and so you may not like what the public schools in your area offer, but online schools let you draw on curriculums from other states, or from private providers.

Artists and Athletes

The other primary group who benefits from online schools are those students who are already fully devoted to an extracurricular. This is most common for gymnasts and figure skaters in athletics, and actors and dancers on the artistic side. These students have long hours of training each day; while this can be done while enrolled in a standard school, in some cases you need far more flexibility in scheduling than a standard high school affords. 

These students are most likely to benefit from asynchronous enrollment, since they place a premium on the flexibility this affords. While these students tend to be most dedicated to their primary pursuit, they still benefit from, and need, academic rigor to prepare them for college, and the later stages of their careers. Students in major metropolitan areas may have access to specialized high schools devoted to arts or athletics, but those who aren¡¯t can benefit highly from the flexibility of these schools.

Students With Health Concerns

High schools are governed by the ADA, and must make reasonable accommodations for students with disabilities. That said, students with certain health concerns may find it prohibitively difficult to attend or participate in in-person schools. While you may have online offerings from your own district, you can also look into other online high schools to find the one which offers you exactly what you¡¯re looking for from a school curriculum.

Final Thoughts

Online high schools are much like their in person counterparts, in that they can vary a lot in terms of what they can offer, and how good those offerings are. There are unique positives and drawbacks, but for some students, the flexibility offered by online courses is exactly what they need to prosper. We hope that this article has let you understand how online high schools work, and where one might fit into your educational journey. 

If you are looking for advice on your high school journey, and help evaluating which schools and programs are the best fit for your needs, then ³Ô¹Ï¹ÙÍø can help. Our mentors are adept at understanding a student¡¯s needs, and determining how best they can position themselves for academic success, now and in the future. Schedule a free consultation today to learn more, we¡¯re always happy to hear from you.

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AP Introduces Career Kickstart Courses

AP has launched all three of these courses under the same banner, because they have a shared goal amongst them. These courses have the intent of preparing students for careers, and for career training programs. This is in direct contrast to all other AP courses to this stage, which instead purport to prepare students for college.

Note that these are intended for students interested in careers, but are also meant to help students who are planning on entering college as well. This is a new track for College Board, and they want to cast as wide a net as possible. How colleges will react to these courses remains to be seen, but we¡¯ll give our predictions in a later section.

Now we¡¯re going to go through each of these in sequence, to showcase what they offer, and whether they might be something you¡¯re interested in.

This is meant to be an introductory, college level course on business and personal finance, with a focus on real-world applications and case studies. The course will specifically be project based, with a major portion of the course consisting of a project where they prepare their own entrepreneurial enterprise. While this won¡¯t translate into an actual business, the goal is to walk students through the steps and skills that are needed in the founding of a business. 

The course will imbue students with specific, business-oriented skills. Unlike many other AP courses, these are almost entirely focused with practice, rather than theory. While there is a level of conceptualization needed, this course has far less of a theoretical framework than literature or history or physics. The class does have an AP exam, which consists of 60 multiple choice questions and 4 free response questions.

This course is intended to train students in the field of cybersecurity, and to act as a commensurate experience to a first-year cybersecurity college course. This is a far more specialized course than the other AP computer science courses, which focus on the fundamentals of programming and computer infrastructure. It is ideal to have some knowledge of programming or computer science before taking this course, though it is not strictly required. 

Unlike the other CS courses offered by AP, this is a far more practical course, with a focus on specific hard skills for students to manage and protect networks from threats. While this is introductory, it is specialized in this specific field. This course does have an exam, which asks 60 multiple choice questions, and a single free response question. Students are expected to learn network, device, and app security through this course.

This course of study is on computer networking, how different devices and systems are joined into a single unified network, and how to organize and manage such networks. This is an aspect of computer science, much like cybersecurity, and so having previous coding or CS experience is probably ideal (though again, not required). This class has nothing to do with in-person networking. 

This course will focus on practical skills and the application of them, and the exam is structured in the same way, with students taking on the role of a network administrator, and then answering multiple choice and free response questions on that position. The course is designed to parallel a first-year college course in the same field.

How do Career Kickstart Courses Compare to Other APs?

Not all AP exams are created equal, and colleges do not weigh all of these exams or courses the same. Some are simply seen as more difficult, or as more relevant to the core topics taught and sought by colleges. AP Bio will always be preferred to AP Environmental, AP Calc will always be esteemed more than AP Stats. It is not until these courses are offered and taken that we¡¯ll know what colleges think for certain, but we can certainly make predictions based on existing data. 

The first point is that the Business course specifically is not going to appeal to most colleges. It isn¡¯t necessarily going to be a bad course to take, but AP Calc, AP Stats, and AP CS are all going to be more valuable to a prospective business major than this course. This course is more valuable than a non-AP business course, especially for the impact on your GPA, but we don¡¯t expect colleges to prioritize it highly.

This is because most colleges, especially top colleges, do not like to see themselves as job preparatory programs, even at those top schools which offer a business major. Beyond that, even at colleges with strong business programs, like UT Austin, you will probably be required to take introductory business courses even if you get a 5 on the AP exam.

The computer science courses have similar, though distinct issues. These are going to be less useful than either of the existing AP CS courses, as they are both far more specialized, and a general baseline knowledge of computer science will serve far better in university studies. 

These courses may be helpful if you are particularly interested in studying CS, and want to cover more introductory topics. We recommend only taking these as electives, and not in place of the core CS courses, or any other core AP course. The most important AP course for students interested in computer science is and remains AP Calculus (especially Calc BC).

Should You Take AP Kickstart Courses?

This is going to depend on several factors. The first point is that these courses are not going to be widely available; as with other APs, they will be rolled out gradually, and tested while they go. It will be the choice of individual districts and high schools whether or not they want these courses to be offered, and whether they fit with a school¡¯s mission. 

Thus, for the first year or so at least, you may not have the option to take these courses. But we¡¯ll assume you did, and then ask who these are for, and whether or not they¡¯re actually beneficial to take. 

These courses are, more than anything, an attempt by College Board to expand their market. AP Classes are designed for students who plan on attending college, and to that end they¡¯ve covered pretty much every academic subject, and a number of non-academic ones as well. If they want to keep expanding the number of students taking these courses, then they need to find new angles, which is where these courses come in.

These are still in the same mold, but there¡¯s a reason they¡¯re grouped together as ¡°Career Kickstart.¡± These courses are intended for students who are interested in technical education and career training, less than those who may be interested in theory and a top college. Both of these are valid paths to take, but they are different paths, with differing requirements. 

There is some cynicism on the part of College Board here, a desire to extract even more money from high school students. That doesn¡¯t make the courses themselves bad, but there is a reason they¡¯re cordoned off from the other AP courses conceptually, more aimed towards technical education.

If you are interested in a career in one of these fields, or pursuing a more technical field of study at college, then these can be good courses to take. They won¡¯t prepare you directly or fully to enter a career, but they can give you a taste of what these paths are like, and if they¡¯re the kind of thing you would enjoy being part of long-term. 

For students who are interested in attending an elite university, these courses aren¡¯t bad, but nor are they particularly useful. You can take them as electives, and they may have a benefit for your GPA, depending on how your school weighs AP courses, but they won¡¯t add anything special to your transcript. Wharton isn¡¯t going to be any more likely to admit you because you took AP Business.

As always with high school coursework, the classes you take should be based on your interests and your long term collegiate goals. These have the potential to be good and interesting courses, but aren¡¯t anything revolutionary, and aren¡¯t going to be particularly helpful, or at all necessary to engage with, for the vast majority of students.

Final Thoughts

AP courses aren¡¯t quite like college courses, but they are often more challenging than the other options at many schools, giving students a chance to stretch their intellectual muscles. Not all of these courses are created equal however, and what we can see so far suggests that these new offerings are on the low end of the scale. We will keep an eye on them once they¡¯re rolled out however, especially as colleges decide what credits, if any, they¡¯re equivalent to. 

It¡¯s hard to plan out your high school coursework, to know what admissions officers will think of your choices, and how best to prepare yourself for a top college. That¡¯s where ³Ô¹Ï¹ÙÍø can help. Our mentors are experts on the admissions process, and at helping students plan out how to get there. If you¡¯re looking for advice on which courses to take, or on understanding how AP courses matter, then schedule a free consultation with us today. We¡¯re always happy to hear from you.

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In this article, we¡¯re going to examine what dual enrollment courses are, why they work, and when they don¡¯t. As with so many things in high school, it¡¯s hard to make any universal statements about the benefits of dual enrollment courses. Let¡¯s explore the nuances then, and see if these are a good option for you to pursue. 

The Unstoppable Growth of Dual Enrollment Classes

Dual enrollment classes are becoming increasingly popular for any number of reasons, but it is primarily due to a growth in demand. These courses have been available in some limited form for quite some time, but were previously fairly exceptional. When I was in high school (longer ago than it seems), dual annulment courses were only available to those students who were so accelerated in math that they ran out of other coursework to pursue in the building. These students could either switch to computer science, or participate in a dual enrollment course.

That was the original purpose of these courses, and a sensible one; to give students options for coursework that went beyond what high schools had the need or resources to offer, usually in math and languages alone. As with other advanced coursework, however, a confluence of pressures have caused both high schools and students to want more, and more access, to these courses. 

The primary drivers of this phenomenon are: 

• A desire by students to take the best courses possible. This is something colleges care about a lot, and as admissions gets more competitive, any perceived advantage is reached for.
• The growing cost of college. College costs a lot, so earning a bunch of credits in high school, theoretically shortening your time to degree, can be very appealing.
• Perceived student benefits. High schools chase trends like everyone else, and the more schools that adopt this, the more their peers look into doing the same.

Each school district has its own reasons for doing it of course, but these are the deeper trends driving the spread of dual enrollment courses across the country. We support students having more options, and these are well-intentioned, but the rapid spread is revealing some issues with the system that weren¡¯t apparent (or indeed much of a problem), when it was rarer.?

Growing Issues With Dual Enrollment Courses

The alarm has been raised primarily by the accrediting body for dual enrollment programs, which published a on how gaps and differences in policy between states have made a patchwork of programs, some of which are far less effective at their state goals than others. 

This is a growing problem, but not necessarily a surprising one. When things grow before regulation can catch up, there are always growing pains, periods of adjustment. This is especially true when each state is in charge of its own educational policy, and must set its own standards. 

While eighteen states do have holistic guidelines, ten have no guidance or regulation at all, and the remaining states only have patchwork policies in place, with no overarching framework. The experience students have, and what they get out of courses, is then dependent on local resources, policies, and procedures. 

This is a problem because it means the main benefit of these courses, the increased rigor and material, isn¡¯t universally applied or ensured. Colleges thus have a patchwork of guessing and questions when it comes to evaluating what students have done in their dual enrollment courses, and whether or not students actually gain any benefits, in admissions or in learning, is highly variable. 

The Preparation Issue

There is another problem, though more anecdotal, which can be found if you browse forums frequented by university professors and other educators. This si that many of the high school students who enroll in these dual enrollment offerings are unprepared for the material, the rigor, or the structure of college courses. 

Now, these are anecdotal complaints, and these forums (like all online spaces) primarily attract those who are already looking to complain. That said, the frequency of these complaints, and the consistency of substance in them is a cause for concern, especially for students who are considering dual enrollment courses. 

The professors have the following common complaints to make: 

1. Students are not prepared for college-level and college style courses, expecting them to instead be just like the courses they have in high school.
2. Students often receive insufficient support from their high schools, and founder with the college material.
3. Students do not behave well in class, but treat it the same way they do high school courses.
4. As the number of dual enrollment students increases, including younger students, their overall ability to handle college coursework goes down.

Now, some of these students fail the courses, some withdraw. There are sadly no good national statistics for how students perform when they take part in dual enrollment courses. The problems, however, are clear to see, from both the district and the local level. 

As more students are interested, and schools push more students into these programs answering demand, the reality on the ground outstrips any oversight or standardization of these programs. At the same time, students who may not be ready feel like taking these classes is expected of them, and so they sign up, even though they aren¡¯t prepared for college coursework. This leads professors to either have to water down the courses (which many are loath to do) or fail many of these students who simply can¡¯t handle the jump in expectations. 

Is Dual Enrollment Worth it for You?

This then leads to the core question: are dual enrollment courses worth enrolling in for you? This, of course, depends. What the report demonstrates, more than anything, is that how good dual enrollment courses are, how much benefit they provide, is fully dependent on where you are, and how your particular school district approaches offering these courses to students. We recommend evaluating the following: 

1. Your school¡¯s dual enrollment practices and culture
2. Your personal readiness for courses at this level

Your School¡¯s Courses

For college admissions, you are judged in the context of your school, and that you have taken the most advanced courses available to you. From what we have heard from admissions officers, however, they do not particularly prize dual enrollment over other advanced coursework that¡¯s available, including AP courses and IB courses. How you engage with advanced material is less important than your desire to do it.

It can be hard to determine how functional your school¡¯s dual enrollment program is, but talking with other students, especially older ones, is a great source of information. How were their experiences? Did the program add anything meaningful, or was the material much the same as what they found in an AP course? What were the course expectations like, and how much support does your high school provide?

While college credit from these courses is nice, most colleges (especially top colleges) put hard caps on how much credit you can bring in. If you are planning on attending a local school and want to come in with as much credit as possible, however, this can be a useful consideration. 

Your Preparation for College Work

The other important thing to consider is that dual enrollment courses, in many places, have you go to the community college in question and take the course amongst college students. The professors change little, and generally do not extend extra grace just because you are a high school student. Their thinking is that you signed up for the course, so you must deal with it on the course¡¯s terms. 

This is very different from high school generally, even the advanced courses you take. Not necessarily in how difficult the material itself is, but the expectations placed on you. These courses rarely offer extra credit, or makeup work, or chances to redo tests if things go wrong. Some might, but these are by far the exception, rather than the norm.

There¡¯s no shame in being more comfortable with the pace and expectations of high school work; you are a high schooler after all. You can still grapple with advanced topics in high school courses, but these often have more breathing room than their dual enrollment counterparts. That said, if you are confident in your maturity to handle it, this shift in expectations is a great way to begin preparing for the rigors of college courses, where professors tend to have far less leeway. 

Final Thoughts

High schools try to set students up for college as best they can, but they too are often caught by trends, ones which they may join without proper planning or statewide support. In many ways, the rise of dual enrollment classes is quite beneficial for high school students, but this does not mean they are the right choice in every case, nor that they should be seen as a perfect solution. Like all other tools, they have a time and a palace where they are useful.

We hope that this article has helped you better understand dual enrollment courses, their strengths and shortcomings, and whether or not they¡¯re the right choice for you to pursue. If you are looking for advice on planning out your high school courses, or aren¡¯t sure which courses to take to maximize your shot at a top college, then ³Ô¹Ï¹ÙÍø can help. We work with students of all backgrounds, and have a keen understanding of what colleges want to see from students. Schedule a free consultation today to learn more. We¡¯re always happy to speak with you.

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In this article, we¡¯re going to be taking a deep dive into one particular high school: , one of the best public schools in Houston. We¡¯ve written about its stats before, but this article is meant to be a deeper dive, to give you a sense of what the school is like as a whole, and what you might expect if you attend. Let¡¯s jump right in!

DeBakey¡¯s Academics and Curriculum

As the name of the school suggests, DeBakey has a strong emphasis on helping students prepare for a future in the medical field, and this is reflected in their curriculum. Now, Texas has its own requirements that all high school students must complete, and DeBakey adheres to these as well, they just also add their own requirements on top of that.

The most notable required courses are their health sciences sequence, one of which is required each year. The first two years are introductory, while your junior and senior years introduce you to various fields within medicine. Coursework at the school is generally offered at a high level, and is rigorous, with teachers expecting students to be competent and capable. 

They require students take a standard sequence of science coursework; chemistry, physics, and biology, and have additional science courses you may take as electives. They offer a full suite of AP coursework; you are not required to take these of course, but many students choose to, both for the sciences and for non-science courses. 

While you do not need to take AP courses, even their non-APs are offered at an advanced level, and focus on preparing students for college. Every course curriculum exceeds both state and district standards. 

The Houston Premedical Academy

We would be remiss if we discussed the academic offerings at DeBakey without also covering the . This is a tripoint program where students at DeBakey may apply to the at the University of Houston and to the directly out of high school, for a single eight-year program which combines undergraduate study and medical school.

This is a BS/MD program, the kind of thing which is often quite sought after by pre-med students, as it simplifies and makes far easier the process of getting into medical school, setting you on a sure track through the entirety of your time in undergrad. We¡¯ve written about this program before, and we recommend checking out that article if you want an in-depth guide to the program and how it works (plus advice on applying). Here, we¡¯re going to talk about it in the context of DeBakey as a school. 

BS/MD programs are known for both the intensity of their curriculums, and how difficult it is to get in. DeBakey, with its STEM focus and bent towards health sciences generally, does a good job at preparing students for the first part of this. The fact that only DeBakey students are allowed to apply for the Houston Premedical Academy also means this is one of the BS/MD programs with the highest overall acceptance rates. 

Attending DeBakey does not guarantee you will be able to take advantage of this program. It is still very competitive, and you are competing against the very bright students you are in classes with each day. It is, however, a unique opportunity presented by the school, and one worth noting for students who may be interested in pursuing medical school in the future.

Applying to DeBakey

DeBakey is a magnet school, one you must apply to specifically. The curriculum is specialized and advanced, and the students who attend the school are there because of that specifically. There are other schools in Houston with great academic opportunities, but only DeBakey has such a focus on the health sciences, even when compared to private schools. 

This sets it apart, and is the most important thing to consider when deciding whether or not to apply to DeBakey. While its academic curriculum is strong overall, it is not a particularly well-rounded school, primarily devoted to its singular focus. If you are not also devoted to this focus, then DeBakey likely isn¡¯t a good fit for you. 

In some cases, you may think being a doctor is what you want, only to change your mind later. DeBakey can help you determine this, though you should be ready for the amount of work the school requires when you decide to attend. It is much easier to go from DeBakey to another school in Houston than the other way around. 

You must apply to DeBakey . The application opens in December and is due in February; when you submit your application doesn¡¯t impact your chances of admission, but we do suggest getting it done early, just in case of technical errors. Admission is determined by lottery; there are more students who want to attend than spots, and that is considered the fairest way to do it. 

Student Life at DeBakey

High schools are more than coursework alone (even if that is what you spend most of your time doing), offering swathes of extracurricular activities. Like every high school, DeBakey has a . They are a somewhat smaller school by enrollment than others in Houston, and have fewer clubs and student groups than some of their peers because of that, but they still have a good range of options. 

As with academics, there are a significant number of clubs devoted to healthcare and the health professions. Now, these clubs exist at most every high school, but they are remarkably popular at DeBakey. This is perhaps unsurprising, but does speak to the school¡¯s character and focus. Of course, you don¡¯t have to join any of these clubs, but you¡¯ll find plenty of friends if you do. 

There are sports offered at DeBakey, but athletics certainly isn¡¯t the focus of the high school. You can join sports there, though they offer fewer than most of the schools in the district, and are far less competitive in terms of athletics. This is certainly not the norm for a high school in Texas, but makes sense for a school as focused as DeBakey is. Students who are particularly passionate about sports may have more luck pursuing rec leagues or club teams instead of the options at DeBakey.

The arts are similarly offered at DeBakey, but are again far from a focus or a priority for the school. You are required to take a fine arts course as part of the curriculum, but arts are not the focus for most students. There are opportunities to create art and perform, but for those students for whom art is a major part of their lives, they may be better pursuing opportunities outside of DeBakey itself. 

The Atmosphere at DeBakey

This is one of the hardest elements of a school to quantify and describe, but is also among the most important, and one we are often asked about the most. This makes sense, this mysterious idea of fit is often what separates a good high school experience from a bad one, and what can make a school a place students look forward to going every day. We can¡¯t capture every element of DeBakey of course, but we¡¯re going to share as much as we can, based on conversations with ³Ô¹Ï¹ÙÍø students who attended the school, reviews online, and what we¡¯ve heard from the school themself when we called. 

Academic Pressure

The school is very academically focused; there is a lot of work and it¡¯s offered at a high level. The teachers all have high expectations of the students there, in terms of both the quality of the work they do, and how they behave in class. There is more work assigned than in other high schools, even in classes that are generally commensurate.

You can expect to do a significant amount of homework outside of school, and be expected to devote a lot of your time to your school work generally. There is often an atmosphere of shared suffering in this, camaraderie and commiseration as all students are suffering under the same academic burden. 

STEM Bias

The school is heavily focused on STEM and medicine, and this fills both the curriculum and atmosphere at DeBakey. This does provide a good emphasis for students interested in medicine, but students interested in other fields will be less happy here. 

Competition and Collaboration

Most of the students we talked to said that the atmosphere at DeBakey tended to be cooperative, though reviews are mixed, with some speaking of a feeling of competition between students. All students we talked to confirmed there is an intense sense of academic pressure at the school, both in terms of the work load and the expectations placed on them by the environment.

A significant number of the students leave the school during or after their first year there, due to this pressure and the workload. The ones who stay often make close friends with their peers, but it is not always the most enjoyable high school experience, even if most students look back on it positively overall. 

Final Thoughts

DeBakey is regularly ranked as one of the best high schools in the US, and for good reason. It offers a number of courses and opportunities that are rare to see for high schoolers, especially in terms of research and hands-on experience with medicine. Like many top performing schools, however, much of its strength as an institution comes from the talents of its students, who are all quite bright and academically inclined. 

If you have a strong interest in medicine and are willing to commit to a rigorous academic environment, then DeBakey may be a good fit for you. Like all specialized schools, it isn¡¯t the right choice or place for every student. We recommend only attending if this environment fits with your goals; for many students, a more standard high school environment will serve them better.

If you are looking for help making the right choice for your high school, or want help planning out these four years to get you into a top college at the end of it all, then ³Ô¹Ï¹ÙÍø is right for you. Our mentors are well experienced at guiding students to the high school that best supports their needs, regardless of what those are. Schedule a free consultation today to learn more about how we can make your life easier, we¡¯re always happy to hear from you. 

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The SeaPerch Curriculum

SeaPerch falls into two categories, both designed to help students explore robotics. The first is , a series of modules designed for use by educators to introduce students to robotics and how they work in an aquatic environment. Now, you do not need to partake in the curriculum to compete in SeaPerch, but doing so is a useful way to get a grounding on the basics of underwater robots. 

Now, much of this does involve making purchases from SeaPerch, especially kit parts for robotics. Their goal is education, but robot parts cost money. You do not need to take part in their curriculum materials or become an educational partner of their program, especially since this choice is best left up to your school.

If you are part of a robotics club, however, then it may be worth investigating what they offer, both for curriculum materials and otherwise. Do not feel pressured to buy something just because it exists; Arduino and related 3D printing resources can often work just as well, if not better. Students in middle school may benefit more from beginning with a kit, but in high school, the process of making the parts yourself can teach you quite a bit. 

The SeaPerch Competition

The SeaPerch is held annually, and is invitation only. There are two ways a team can qualify to be invited to the competition:

1. Regional Qualifiers
2. Wildcard invitation

A full breakdown of what the competition entails can be found , but we¡¯re going to sum it up for you briefly. Each robot must complete two tasks in the pool, and obstacle course and a mission course: 

• : The robot must navigate through a series of hoops underwater. Points given are based on time it takes the robot to do this.
• : Each year, the competition introduces a mission which the robot must complete, with certain objectives it must secure.?

In addition to the physical actions the robot must take, each team is required to provide to cover their process for creating and programming their robot. This has both required and optional components. While some of these are optional, exceptional completion of them can lead to additional awards.

This is the most common way to qualify, as volunteer coordinators around the world hold competitions for students near them. These are all associated with the main event, but are all administered separately, and so vary a lot in terms of scale and scope, from ten teams to two hundred. 

Each registered event gets a limited number of spaces to send the top qualifying teams to the main event. While each competition is different in the specifics, they all make teams face the same core challenge. This generally consisted of navigating through a specific underwater obstacle course in a pool, using a robot you built. The exact specifics do change from year to year; you can see the details for the 2026 challenge . 

Wildcard Applications

Students may also apply to head directly to the final competition through wildcard applications. These are intended for teams who do not have access to a regional competition. Teams which attend regional competitions may still apply for one of these spots, but preference will be given to teams who did not have the option to attend regionals. 

Applications must include team information, a brief overview of their ROV design, and a statement about what participation at the international challenge means to you. All applications need to be completed by the teams themselves, not by coaches or others associated with the team. These applications are reviewed on a rolling basis. Wildcard spots are limited, and when they¡¯re full, they¡¯re full. 

Eligibility and Logistics

The tournament is open to elementary, middle, and high school students. Teams do not have to be associated with a school, though many are. There are students compete in: middle school, high school, and open. The classes have variations in their rules for robot design and modifications. Awards are available in all three classes. Note that the open class is intended primarily for college students, but high school students and others can and do compete in it. 

Students travelling to the international competition must be accompanied by a . All teams qualifying for the finals must register, and pay the non-refundable registration fee. This is currently $350 per team and $80 per team member or chaperone. Teams are limited to twelve total members, up to four of whom may be chaperones.

Here is the timeline of SeaPerch:

• Regional events are hosted according to the schedule of volunteers; they may be held at any point between October and April. You may find your regional event (if it exists).
• Wildcard applications may be submitted from December 1 to February 1, though these are processed on a rolling basis.
• Wildcard invitations are issued February 11.
• Registration is open for the finals from early January to early April; all teams must register before the deadline, even if they win a regional competition.
• The final competition is held at the end of May.

Awards

are available for all three classes in the competition, and for multiple categories within each. The prize in each case is the award itself; there are no scholarships or monetary awards associated with the contest. What you get, generally, is the prestige of having won, much like in other academic competitions like Odyssey of the Mind. 

Scoring for the event is done by category; you are scored both on the and on your . The rubrics they use are fairly straightforward. Note that optional documentation does not contribute to overall score, and is not scored generally, but can still qualify you for specific awards. 

Is SeaPerch Right for You?

There are many possible competitions out there, and many of them are quite a serious time commitment. Building a robot takes quite a while, so the question is whether or not this is a good opportunity for you to pursue. The answer is, of course, that it depends, so we¡¯ll look at some things that recommend it, and the kind of students who would benefit most from participating.

The first major commendation point is that SeaPerch is open to elementary and middle school students, and has a bracket for middle scholars specifically. Middle schoolers are always more limited than high schoolers when it comes to serious competitions available to them, so anything that lets them explore engineering and compete at this level is notable. 

For older students, this is a good opportunity if you are especially interested in robotics and engineering. There are numerous different robotics competitions out there, each with their own unique twists; it is entirely possible to participate in multiple of these, and gain an overlapping portfolio of skills. 

If you aren¡¯t particularly interested in robotics or engineering, then this likely isn¡¯t a good way to spend your time, though it can still be an exciting thing to participate in. High school students should determine based on their prior skills whether to compete in the high school or open division. 

Final Thoughts

SeaPerch is one opportunity amongst hundreds, but for certain students, it can be a great way to show off what you care about, and how well you can actualize your passions. We hope this article has given you needed insight into SeaPerch, and let you determine whether or not it¡¯s the right place for you to spend your energy.

Finding the right extracurriculars to meet your passions and let you explore them fully is often a challenge for students. There are so many possibilities, and so many of them may not be worth the time invested. If you are looking for help finding activities that are a good use of your precious time, then ³Ô¹Ï¹ÙÍø can help. Schedule a free consultation today to learn more, we¡¯re always happy to hear from you. 

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In this article then, we¡¯re going to try and distill all of our knowledge of one particular school, the esteemed in Houston, into a single easy to read guide. We¡¯re going to cover the academic strengths of the school of course, but we¡¯re also going to go over the other factors which make a school the right fit for a student; the atmosphere, the values, and the community. We won¡¯t be able to cover every single aspect of the school, but we hope to give you a sense of it, and whether it¡¯s the right place for you. Let¡¯s jump in!

Academics at St. John¡¯s School

The stated goal of the academic program at St. John¡¯s is to prepare students for college. This is what we expect of schools of this caliber, and their curriculum back up these goals. They offer 19 AP courses, fewer than some schools, but still a broad selection. Where APs aren¡¯t offered, they have their own home-grown honors coursework. 

In many cases, St. John¡¯s prefers their own honors courses to AP because of the constrictions of AP coursework. AP courses are highly standardized; this ensures they are all offered at the same level, but prevents schools from exploring other advanced topics. Thus, in history for example, students can take AP US History, or they can take courses such as Black Lives in Post Reconstruction America or History, Geopolitics, and Economics of Energy, two honors courses offered by St. John¡¯s. 

Notable amongst St. John¡¯s offerings are . These are, as the name suggests, independent and self-guided projects that students take on of their own volition, and pursue over the course of a school year. This requires you to find a faculty member to supervise your project, and that you present your project in May. This is an incredible opportunity for students to pursue something of note that they otherwise could not in school. 

St. John¡¯s School also offers students a chance to pursue independent scientific research as an elective course. If a student is already interested in pursuing scientific research, then this couples with that quite well, giving them access to the school¡¯s resources and support while they work on their project. 

Overall, academics at St. John¡¯s are offered at a high level and fast pace, but with plenty of built in support for students. Students are expected to be enthusiastic about learning, and to take responsibility for their work. Students are given many opportunities to take the initiative in their academic work, and are supported when they do. This is a challenging environment, and purposefully so, but students are given all the tools they need to succeed in it. 

Extracurriculars at St. John¡¯s School

A school is more than just classrooms and academic work, but forms a whole interconnected ecosystem that a student participates in. A large part of this are the extracurriculars a school offers, which can also shape the spirit of a school; many schools in Texas are football-centric for example, which shapes the entire nature of the experience there. 

St. John¡¯s is not a school like this, though they do have a robust sports program; we¡¯re now going to go through the core features of their extracurricular offerings, and how each impacts the community at St. John¡¯s. 

Athletics

Unlike many schools in Texas, athletics is not the sole concern of the school, though they do have a dedicated . Sports are something that many students do participate in, but athletics is always subordinate to academics, not the other way around. Their teams are good, and frequently competitive, but aren¡¯t major winners the way some private school teams are. 

Students may count participation in a sports team as their PE requirement, but they may also pursue cheerleading or dance to fulfill this obligation. Sports teams do form social groups at the school, and students who are interested in sports often find a strong community amongst them. This can get cliquey at times, but this is the case at most schools with sports teams; they are not purposefully insular, but the amount of time they spend together makes friendships and camaraderie inevitable. 

The Arts

The yin to athletics¡¯ yang, arts are one of the other extracurricular mainstays of schools, and St. John¡¯s is no exception. Their encompasses both coursework and extracurriculars (as is the case at most high schools). You can take orchestra or acting or dance as a class, and also participate in productions put on by the school. St. John¡¯s doesn¡¯t have a particular focus on arts; it is still an academics-first institution. Nevertheless, they do have a strong artistic program, and many opportunities for interested students to get involved.

The arts form their own cultural block at St. John¡¯s, as is the case at many schools. They aren¡¯t fully insular; this isn¡¯t High School Musical, and there are plenty of students who pursue both arts and athletics. That said, arts does form a distinct social group at the school, especially for the most involved students. 

Extracurriculars

Beyond the primary draws of arts and athletics, there are many niche communities and secondary aspects to life at St. John¡¯s. As with many schools, they have a of student organizations, ones to meet most any interest or background. Social groups generally form through clubs like this; you need to actively seek out friends at the school, but students tend to be welcoming once you find your peer group. 

Students are also encouraged to take part in during their time at the school. This is part of St. John¡¯s social mission, and goal of getting them involved in the city outside of the insular school environment. There are both school-sponsored events and individual projects for students to pursue in this.

Chapel

St. John¡¯s was founded as a religiously affiliated school, and it still has some religious affiliations and trappings. Part of this is , which all students are required to attend (though they do not have to participate in prayer or other religious aspects of the experience). Their religious tradition is based in the Episcopalian rite. Students of all religions are encouraged to apply to and attend St. John¡¯s, and the school goes to great lengths to make sure students of all backgrounds feel welcomed. 

The Atmosphere at St. John¡¯s School

The final aspect we want to talk about is also the most nebulous, what the atmosphere is like at St. John¡¯s School. This is a collection of smaller things and experiences that contribute to what life is like for students at the school. We¡¯ve talked to the school itself, as well as read a large assortment of reviews of the school on a variety of sites, plus some students at the school who have worked with ³Ô¹Ï¹ÙÍø.

The main thing we have learned from all of this is that St. John¡¯s as a school is very focused on academics above all else. They are a very rigorous school, and students are expected to complete significant amounts of work. This is true both for the classwork, and homework, and both are held to high standards. 

There are significant opportunities for students who are advanced and who excel in their coursework, but it can be more difficult for less advanced students to keep up with the pace and the demands. This can create a great deal of stress for students in the school, especially during finals or other exams. The school does have a to promote healthy study habits and approaches amongst students, but this is not always effective. 

The student body at St. John¡¯s tends to be quite welcoming. It can be cliqueish, but this is the case with many high schools, with students self-grouping based on interests. This tends to align with extracurriculars; so students on sports teams or in the musical end up in friend groups. Students are rarely exclusionary, and there are places for every student, you just need to find the peers who share your interests. 

The school does support diversity, and does offer financial aid, but it is still a private school, and many of the students come from quite similar economic and demographic backgrounds. There is support for students who are less well off, but they can end up feeling overwhelmed by the school as a whole. 

Students who are particularly interested in a single niche (arts, athletics, a single academic discipline), may be better served by a more specialized school. St. John¡¯s is very strong overall, but is also very generalist, and is primarily concerned with academically preparing students for college. They are very good at this, but this is not what all students are looking for from their high school experience.

Final Thoughts

There are many factors that go into deciding whether or not a particular school is right for you. You want a school that will prepare you for college and life after high school, yes, but you also want one that will support you in the here and now, and ensure that your time in high school is enjoyable. This is a difficult balance to strike, and not all schools are well suited for all students. 

We hope this article has shown you what you need to know about St. John¡¯s, and let you determine if it is the right school to meet your needs. It is an excellent school, and does a very good job preparing students for college. It may not be the right choice for all students, but there¡¯s good reason it is ranked as one of the best private high schools nationally, and that its admissions process is as competitive as it is.

If you are looking for help evaluating your own high school options, and determining which is the best fit for you and your needs, ³Ô¹Ï¹ÙÍø can help. There are many things to consider when choosing a high school, and applications to some, including St. John¡¯s can be quite involved. Our mentors support and guide you every step of the way, to make sure you have the best possible chance of success. Schedule a free consultation today to learn how we can help; we¡¯re always happy to hear from you. 

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This is a legitimate concern, and one we hear often as we help families search for the right high school. In this article, we¡¯re going to break down what Strake Jesuit is really like, from their academic offerings, to the school¡¯s culture, to what life is really like for students at the school. Our goal is that you are well informed, and can determine if Strake will provide the right atmosphere for you to thrive and grow. 

Academics at Strake Jesuit

Strake Jesuit is purely a high school, serving students in grades 9-12. Their curriculum is designed to prepare students for college, and is designed to be exceptionally academically rigorous in the traditions set out by St. Ignatius, founder of the Jesuit order. They prioritize experiential learning and critical reflection in students, pushing them to think deeply about their studies and the world around them. 

They offer a full suite of AP courses, but all courses at the school are offered at an advanced level, AP or no. They want to push their students to excel in academic disciplines, and structure their courses accordingly. Students do have course options outside of AP courses offered at an advanced level, and some which exceed the limits of what is taught in AP courses. 

While there is a broad flexibility in the courses students take, there is less opportunity for independent study or research. Students have access to advanced classes, many of which promote independent learning and have research projects, but the school does not offer specific independent research coursework opportunities.

Strake is a Catholic school, and students must take four years of theology coursework, though there is some flexibility in which courses they take. These courses do not demand belief in Catholic doctrine (though many of them are presented from a Catholic perspective), and non-Catholic students are welcomed at Strake, even if the school¡¯s population is majority Catholic. This is a core part of the curriculum, and cannot be avoided at the school. 

Strake¡¯s coursework is intended to create thoughtful and intellectual students. There isn¡¯t a direct focus on preparing for college, but students do end up well equipped to succeed in college as a result; this is a side effect of a strong intellectual focus, rather than an end unto itself for Strake. Their students tend to see significant successes in their college applications, both within Texas and across the country. 

Strake is very committed academically, and very rigorous. They do have a counseling center for students who struggle, and those with learning differences work one-on-one with a counselor to address them. Their goal is that all students have the opportunity for success, though the rigors of the curriculum may prove challenging or stressful for some students.

Extracurriculars at Strake Jesuit

A school is not just what you do in the classroom, but everything else as well, the activities they allow you to partake in and what they promote and sponsor. We¡¯re going to break down the core activities at Strake, how much they promote and focus on each, and how each impacts life at the school, and the options available to students there. 

Athletics

are secondary to academics at Strake, but they are important to the school¡¯s fabric and culture, as is the case at so many high schools in Texas. Football especially is a major part of social life at the school, and game days are major social events. Students are not required to attend of course, but many do, and community is grown through collectively cheering for the team. 

Many students at Strake participate in the athletics program. It is not required, but approximately 80% of students participate in the school¡¯s teams year-to-year. Many teams form close-knit social groups as well, as athletes spend so much time together, honing their craft. There is still a strong focus on the school¡¯s values in athletics, and an emphasis on respect and sportsmanship which is good to see. 

The Arts

Strake Jesuit does have an , as most schools do, but the arts are not a major focus at the school, and do not receive the same focus as athletics or academics. They do have performance opportunities, and partner with St. Agnes (an all girls school) for theatre productions. 

Students who are interested in the arts will have options at Strake, but less than at some other schools. If you are majorly focused on the arts, then you may want to pursue them outside of school entirely, or to consider schools besides Strake. While there are options here, it is underdeveloped compared to other programs. It is not looked down on to participate in the arts, but it is not a major focus of the school. 

Student Organizations

Like most high schools, Strake has a plethora of which you can explore and join. Many of these are academic in nature, but they cover a broad array of interests. Students often find close friends and communities through these organizations, and explore passions they hold dear. 

The House System

Like many British schools, Strake uses a to build community amongst students. Houses are 15-20 students, and cross grade levels and interests, forming welcoming communities that let students interact with peers of all kinds from throughout the school. These are usually tight-knit groups, and serve to welcome new students into the school and its traditions. 

These form a significant portion of student life when it comes to school events and activities, things like prom and homecoming, and through house specific activities, which students are empowered to take part in planning and putting on. STrake itself is quite proud of this system, and students who¡¯ve attended usually point to it as a major part of the school¡¯s welcoming atmosphere. 

Religious Life

Strake Jesuit is a Catholic school, and is a very important component of what they offer. There is daily mass students are welcome (but not mandated) to attend, and monthly mass that students are required to attend. There is no requirement students be Catholic themselves, but they must attend mass, even if they do not pray or participate otherwise. 

The school¡¯s identity and mission are firmly shaped by Catholic religious teachings, and by Jesuit teachings specifically. Many classes, sporting events, advisories, and other school activities begin with a prayer. You can attend this school if you are not Catholic, but you need to be okay with the religious character of the school, and how they interweave religion with much of daily life at the school.

The Atmosphere at Strake Jesuit

Now that we¡¯ve covered what the school does, we¡¯re going to get into the thornier and harder to define matter of what the school is. This comes from reviews, talking to the school itself, and what we¡¯ve heard from ³Ô¹Ï¹ÙÍø students who attended the school. This should all be taken with a grain of salt; every experience at a school is different, but we are aiming to give you a sense of what it¡¯s like, to judge if it¡¯s right for you.

The school is very academically focused (as you might expect and want from a Jesuit school). Classes are all presented at a high level, and there is a significant workload for students. They are expected to be able to keep up with the work, and to work at a very fast pace. 

There is a significant amount of support for students at the school, but they are much better suited for students who are studious and academically advanced. They can and do work to support the students who need it, but those students can struggle in their classwork, and enjoy their time at school less. 

The student body is quite welcoming, and there are many close friendships. The male-only nature of the school does alter the dynamic from coed schools, but the students seem to enjoy this on the whole. The school has a focus on helping boys become men in a healthy way, and many students and alumni speak positively of this aspect of the experience.

Social groups in the school are fluid; students find community in their classes, through sports, through their house, and through extracurriculars. It is generally quite easy to find peers with similar interests, and the school doesn¡¯t suffer much from cliqueishness. You are expected to put in the work of finding and joining the activities that appeal to you, but you will be easily able to find peers who share your interests. 

Religion is a major part of life at the school, but many ³Ô¹Ï¹ÙÍø students who are not Catholic still enjoyed their time there. The school is welcoming to non-Catholics, but religion is an important part of their character, and a majority of students at the school are Catholic. While faith does inform the curriculum in some ways, they are Jesuit, and still teach a science backed curriculum, including on evolution. 

Overall, the school seeks to have a welcoming community, and generally succeeds. There is a degree of self-selection at work here; the school¡¯s strong Catholic nature discourages many families from applying, and that is on purpose. Strake does, however, do a good job at providing a welcoming and nurturing environment for students who do attend. 

Final Thoughts

Strake Jesuit is a great school, but that doesn¡¯t mean it’s the right fit for every student. The all male student body, Catholic focus, academic rigor, and lack of art options are certainly things some students will not enjoy, nor benefit from. Other students, however, are looking for just such an environment. Those that are often thrive at Strake, which sends a significant number of students to great colleges each year.

We hope that this article has served as a good introduction to Strake Jesuit, and let you know whether or not it¡¯s the kind of school which will properly serve your needs. Every high school is distinct, with its own strengths and offerings, and finding the right one to fit your needs can be a real challenge. ³Ô¹Ï¹ÙÍø is well equipped to help with this, as our mentors help guide students to find the right high schools to meet their needs and passions. Schedule a free consultation today to learn more, we¡¯re always happy to hear from you.

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A Note on Hong Kong¡¯s Educational Organization

Education in Hong Kong is formatted differently from the rest of China. This is because it is still heavily based on the British system, implemented when it was a British colony. In recent years, there have been several updates to curriculums, educational materials, and exams brought about by the mainland, but the overall structure of the educational system remains in place.

Secondary school consists of senior and junior secondary; senior secondary directly prepares students for university. Formerly this was the British A-Levels, but is now a new exam. The intent, and age ranges served however, remains the same.

There are public, private, and subsidized private schools in Hong Kong. Some private schools operate completely outside the purview of the government, though others are. International schools are not ranked or regulated by the government. 

The population attending Hong Kong¡¯s schools has shifted in recent years, as the mainland asserts more control over the province. Many students who were attending school there have gone overseas, while the number of upper class mainland students attending private and international schools in Hong Kong has risen sharply. This hasn¡¯t made education worse in the territory, but has changed the flavor of it. 

Some parents are concerned over increasing governmental interference in curriculums, and a number of lecturers and foreign teachers have left the territory in recent years. The schools do still have high academic standards and high performances, but compared to Singapore (which Hong Kong inevitably will be), Hong Kong is not as attractive as it once was to international educational talent.?

The Best Public Schools in Hong Kong

These schools mostly serve Hong Kong¡¯s native population, but a growing number of expats living in Hong Kong are sending their children to these schools as well, driven by both tuition increases at private schools, and a desire for students to be able to speak Cantonese. Note that the majority of public schools in Hong Kong use Cantonese as the language of instruction, but some still use English. The ones which use English have on average better university placement rates, and are often highly sought after by parents.

Most public schools offer instruction in both English and Cantonese. An increasing number are also offering Mandarin Chinese.

By Exploringlife – Own work, CC BY-SA 4.0,  

This is a direct subsidy school, being independently operated but overseen and supported by the government of Hong Kong. It is one of the oldest girls¡¯ schools in Hong Kong, having been founded in 1860, and is still run by an Anglican organization. The main language of instruction is English. It is one of the top performing schools in Hong Kong, with the highest number of Hong Kong Outstanding Student Awards of all secondary schools in the territory. While it is a Christian school, students need not be Christian to attend.

The school covers both lower and upper secondary school, or grades 7-12 for those used to the American system. All students learn English, Cantonese, and Mandarin, though English is the primary language of instruction for most courses outside of Chinese language, history, and literature. Students have flexibility in which elective courses they pursue in the upper school. You can see their results for public examinations . Their students do well in university applications, with most attending high profile schools in Hong Kong. 

The annual fee for all students is $40,000 HKD; there are some scholarships available; these include both merit and need based scholarships. Applications are open annually, you must apply . These require the application form, plus school reports from the past three years. Note that in addition to the online application, you must also submit paper copies of the documents to the school by mail, including a stamped and addressed envelope. Students who are shortlisted for admission will be invited to sit for an assessment exam. 

By Kennethma513 at English Wikipedia – Transferred from en.wikipedia to Commons by Jay8g using CommonsHelper., Public Domain,  

This is a day and boarding boys¡¯ school in Hong Kong, which was established in 1869. It is another of the odd semi-independent schools, which is independently run but overseen and directly subsidized by the government in Hong Kong. The school is top ranked academically, and is one of the top performing International Baccalaureate schools. They serve students in both primary and secondary school. The primary method of instruction at the school is English.

The school¡¯s curriculum parallels other schools up through grade 10. Grade 10 then serves as a bridging year between this curriculum and the IB diploma program, which all students enroll in for their final two years at the school. This does a good job preparing students for university, with the school regularly ranking in the top-performing IB schools globally. 

School fees vary based on both grade level and whether a student is native to Hong Kong. Current annual fees for secondary students from Hong Kong are $59,860 HKD. Applications to the school must be submitted . Note that applications are handled differently for different grade levels; we are focusing specifically on applicants for grades 10 and above. Applications open in February, and are due by March 1. After applications are reviewed, students are invited to take an assessment test; this is a necessary component of admissions. 

By Exploringlife – Own work, CC BY-SA 4.0,  

Located on Tsing Yi, this school was founded in 1983, and is an aided secondary school; founded and run by a charitable organization with the financial support and oversight of the government. It is a coed school, and was one of the first schools in Hong Kong to embrace project based learning, which remains a core component of its curriculum. It introduced English as the primary language of instruction in 2010; a plurality of classes are taught in English. 

The school follows the core curriculum laid out by the government of Hong Kong. Students have some flexibility in electives and areas of focus, but all must take courses in core academic subjects, with a focus on preparing for university. Notably, students need to complete a significant project in each subject they are studying as part of their project-based learning curriculum. They also assign projects to be completed over summer vacation.

Applications must be submitted in the spring. This begins online, but some forms must be submitted to the school in person, including reports from previous schools. They look for strong performance in academic subjects, and require students to have proficiency in both English and Cantonese.

The Best International Schools in Hong Kong

Traditionally the domain of both expats and wealthy native Hong Kong students, these schools are becoming increasingly popular with wealthy families from the mainland, especially those looking to attend university overseas. Most of these schools offer a curriculum in English, and are not overseen directly by the government of Hong Kong. 

By Exploringlife – Own work, CC BY-SA 4.0,  

Founded in 1986, this school provides a fairly traditional US high school experience, with courses taught in English and grades divided as they are in American schools. The school is fully coed, and serves approximately 900 students. The primary language of instruction is English. While students may take Chinese as a language course, doing so is not required. 

AIS requires all high school students complete community service hours each year; 10 hours for underclassmen and 20 hours for upperclassmen. They offer 23 AP courses; these are open for enrollment by students, and most students take at least one before they graduate; 70% of the recent graduating class earned an AP scholar award. Many of their graduates apply to college in the US, and they send students to some of the top universities there. 

Tuition at AIS depends on grade level. For high school students, it is $180,400 HKD annually. There is no financial aid available. to AIS are technically accepted on a rolling basis, but most must come in before the term you wish to begin; starting mid-term is harder, and there are fewer seats available. Applications require the online form, government documents, school reports in English for the past three years, and references from current math and English teachers, plus a school principal. Students who are selected are invited to complete an admissions assessment and an interview on campus. 

By ˮˮ – Own work, CC BY-SA 3.0,  

Founded in 2012, this is a British day and boarding school, created in partnership with the Harrow School in the UK; it is one of several Harrow schools opened globally in recent years. In spite of its relatively young age, it is quite prestigious, being recognized as a top boarding school internationally. It offers a British style curriculum for students aged 3-18, and serves approximately 1,200 students. 

The school¡¯s curriculum is fully British, with students preparing for and taking A-Level exams while in sixth form. Students sit for three or four A-Levels, and have a great deal of flexibility in choosing which subjects they pursue. Harrow is often recognized as one of the top A-Level schools in Asia, based on the strength of its scores and the university destinations of its graduates, with many headed to top universities in the US and UK.

Fees for Harrow depend on grade level; they are currently $239,070 HKD annually for sixth form students. Boarding is an additional fee of $130,705 HKD, and is available to students in year six and onwards. Applications must be submitted ; note that applications must generally come in on schedule, but students arriving from overseas without a guaranteed spot at a school in Hong Kong may apply on a rolling basis. Along with the online form, you must submit government documents and your two most recent school reports. Applicants are then invited to complete an admissions assessment; those applying from overseas may complete this online. 

By Wpcpey – Own work, CC BY 4.0,  

This is a private school in Hong Kong, and is a dual-language school, though those languages are English and German. The goal of the school is to give students a bi-cultural educational experience, and all students learn both German and English; the difference between the two streams is the primary language of instruction. Chinese is taught, but aside from a bilingual kindergarten program, is not a primary language. 

The curriculum is different between streams (outside of language of course), with English students taking the IGCSE, and then entering the IB diploma program for their final two years at the school. German students may instead take the Arbitur, and follow a Gymnasium curriculum. Students in both tracks have leeway to explore within the program, but the goal is always to help them prepare for university.

Fees for GSIS vary by year; for upper secondary students they are currently $256,700 HKD annually. There is no financial aid available. Applications are available year round; the waitlist is constantly accepting students and spaces may open up in different years on an irregular basis. Applications must be submitted online. German, Swiss, and Austrian passport holders have priority when the school makes admissions decisions. Students applying to both the German and English streams must take assessments to measure their academic capability when they apply. 

By Ehecis – Own work, CC BY-SA 4.0,  

Founded in 1983, the school still counts as an international school, though Hong Kong is officially part of China now. The primary language of instruction at the school is English, though Chinese is a required subject. The curriculum is based on the IB model, and senior students take the IB diploma program. 

Year 10 has a special program where students spend time in Hangzhou, and students take on project-based and experiential learning. This is unique to them, and a blend of different educational models. The school seeks to prepare students for university, and students frequently attend top universities in both China and abroad.

School fees vary by year; for upper secondary students they are currently $342,800 HKD annually. There is limited available. Applications must be submitted . These require the online form, plus an interview and an assessment to determine your academic preparation. Parent meetings are offered, but are not required. Applications are accepted on a rolling basis.

Final Thoughts

There are a great many high schools in Hong Kong, showing the remarkable number of historical and political influences on the territory over time. We hope this article has shown the wide variety available here, and how different schools approach the shared goal of preparing students for the future. This is only a brief overview of the schools available, but should give you a good place to begin your own investigations.

If you are looking for advice specific to your own high school experience, or which of these schools may best suit your needs, then ³Ô¹Ï¹ÙÍø can help. We specialize in helping students find the situations that will best support and nurture them, and schools that will enable them to achieve their dreams. Schedule a free consultation today to learn more about how we can help you.

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