Basic curricula!- structure

Most students in the United States, unlike their counterparts in other developed nations, do not begin to specialize into a narrow field of study until their second year of college. However, some schools encourage students to take electives in the areas they are considering for a career. Generally, at the high school level, they take a broad variety of classes without special emphasis. The curriculum varies widely in quality and rigidity; for example, some states consider 70 (on a

100-point scale) to be a passing grade, while others consider it to be as low as 60 or as high as

75.

The following are the typical minimum course sequences that one must take in order to obtain a high school diploma; they are not indicative of the necessary minimum courses or course rigor required for attending college in the United States:

• Science (biology, chemistry, and physics)

• Mathematics (usually three years minimum, including algebra, geometry, algebra II, and/or precalculus/trigonometry)

• English (four years)

• Social Science (various history, government, and economics courses, always including American history)

• Physical education (at least one year)

Many states require a "Health" course in which students learn anatomy, nutrition, and fi rst aid; the basic concepts of hi-xualitv and b irth contro l; and why to avoid substances like illegal drugs, cigasvik,, and alcohol.

Electives

High schools offer a wide variety of elective courses, although the availability of such courses depends upon each particular school's financial situation.

Common types of electives include:

• Visual arts (drawing, sculpture, painting, photography, film)

• Performing Arts (drama, band, chorus, orchestra, dance)

• Technology education ("Shop"; woodworking, metalworking, auto m obile repair, robotics)

• Computers (word processin g, programming, graphic design)

• Athletics (football, baseball, basketball, track and field, swimming, gymnastics, water polo, soccer)

• Publishing (journalism /student newsp aper, ye arbook, literary magazine)

• Fo reign languages (French, German, and Spanish are common; Chinese, Latin, Greek and Japanese are less common)¹¹¹

The 2005 Presidential Scholars with President Bush and Secretary Spellings.

Additional options for gifted students

Not all schools require the same rigor of cou rse wo rk. Most high and middle schools offer!]honors" or "gifted" classes for motivated and gifted students, where the quality of education is usually higher and more demanding. There are also specialized magnet schools with competitive entrance requirements.¹"¹

If funds are available, a high school may provide Advanced P lacement or IntaTuitioiiu! Baeaikiuf catc courses, which are special forms of honors classes. AP or IB courses are usually taken during the third or fourth years of high school, either as a replacement for a typical third-year course (e.g., taking AP U.S. History as a replacement for standard U.S. History), a refresher of an earlier course (e.g., taking AP Biology in the fourth year even though one already took Biology in the first year), or simply as a way to study something interesting during one's senior year (e.g., AP Economics).

Most postsecondary institutions take AP or IB exam results into consideration in the admissions process. Because AP and IB courses are supposed to be the equivalent of the first year of college courses, postsecondary institutions may grant unit credit which enables students to graduate early. Other institutions use examinations for placement purposes only: students are exempted from introductory course work but may not receive credit towards a concentration, degree, or core requirement. Institutions vary in the selection of examinations they accept and the scores they require to grant credit or placement, with more elite institutions tending to accept fewer examinations and requiring higher scoring. Both public schools and private schools in wealthy neighborhoods are able to provide many more AP and IB course options than impoverished inner-city high schools, and this difference is seen as a major cause of the differing outcomes for their graduates.

Also, in states with well-developed cuisiiminiu college systems, there are often mechanisms by which gifted students may seek permission from their school district to attend community college courses full time during the summer, and during weekends and evenings during the school year. The units earned this way can often be transferred to one's university, and can facilitate early graduation. I;u h college entrance programs are a step further, with students enrolling as freshmen at a younger-than-traditional age.

Extracurricular activities

. iiooi i. '.ill games in the United States are major events for the school and often the community.

Many students, mostly in middle and hijjh schools, participate in extracurricular activities. These activities can extend to large amounts of time outside the normal school day; homeschooled students, however, are not normally allowed to participate. Student participation in snorts programs, dril l teams, bands, and spirit groups can amount to hours of practices and performances. Most states have organizations which develop rules for competition between

groups. These organizations are usually forced to implement time limits on hours practiced as a prerequisite for participation.

Sports programs and their related games, especially football and/or basketb all, are major events for American students and for larger schools can be a major source of funds for school districts. Schools may sell "spirit" shirts to wear to games; school stadiums and gymnasiums are often filled to capacity, even for nonsporting competitions.

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