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ERIC Number: EJ1011884
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0734-6670
How Much is Enough? Rethinking the Role of High School Courses in College Admission
Kretchmar, Jen; Farmer, Steve
Journal of College Admission, n220 p28-33 Sum 2013
At many of the colleges and universities that attract the most applicants, the high-school course of study is a critical component of the evaluation. Many schools advise their candidates that they must take the most difficult course of study available at their high schools to have a chance of earning admission. Students can feel intense pressure to take more Advanced Placement (AP), International Baccalaureate (IB) and dual enrollment (DE) courses than they can handle, sometimes even more during their senior year of high school than they will take at any one time in the elite colleges to which they seek admission. As a result, many students engage in the practice of extreme programming--taking 10, 15 and sometimes as many as 20 college-level courses during their high-school careers. To maximize the number of college-level courses they take, these students sometimes sacrifice other activities that might arguably make them better students and their lives more enjoyable and fulfilling. They can also come to their colleges and universities exhausted. In response, students, parents and counselors are asking: How much is enough? The Office of Undergraduate Admissions at the University of North Carolina (UNC) at Chapel Hill recently attempted to answer this question by examining the relationship between the number of college-level courses taken during high school by the enrolling first year students and the cumulative grade-point average earned by these students after their first year of study at the university. (Contains 2 tables and 1 graph.)
National Association for College Admission Counseling. 1631 Prince Street, Alexandria, VA 22314-2818. Tel: 800-822-6285; Tel: 703-836-2222; Fax: 703-836-8015; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A