High School Guide: Admissions, reviews, and advice

Michelle Nelson4 said:I honestly feel like there’s some serious bias creeping in here. Now they’re pushing for an extra two points just because it fits their specific narrative—claiming "it would be fair." But let me tell you, it wouldn't be fair at all. Not even a little bit.
The only way to make this truly equitable is through standardized testing—one uniform exam for everyone. We should have three mandatory subjects, much like the SATs or those college entrance exams, with the rest being purely elective based on student interest. And of course, meeting the prerequisite for advanced placement in things like computer science or a foreign language shouldn't depend on whether someone happened to sit in a specific classroom during high school; it should be about actual proficiency and desire. It’s the same logic we use elsewhere—just as elementary school language classes aren't a guarantee for high school placement, it should all come down to skill level. If we’re aiming for a true meritocracy, decisions should be based strictly on knowledge and nothing else.

Back in the day, when we had second languages or computer science scheduled during different periods in fifth and sixth grade, having those mandatory courses didn't create any imbalance. In fact, if anything, some students actually stuck with their German studies for another two years precisely because they weren't stuck dealing with those heavy two-period blocks in an opposing schedule; they only had one session a week instead.

I mean, it really depends on the school, you know? I know plenty of places where the elective language was scheduled in the same shift as everything else—they’d rotate it, like, in Week A, computer science was on the opposite shift while the language stayed put, then in Week B, they swapped. But then, once computer science became mandatory... bam, Michael, you're out! You're moved to the opposite shift. They banned us from mixing groups, and suddenly you're either stuck in the other shift or forced into online classes. It’s no wonder so many kids just dropped out of the electives entirely.
Hanlon's razor is honestly the only thing stopping me from believing there's a systematic attempt to wipe out elective foreign languages in America.

We're talking about thousands fewer kids taking elective foreign languages over the last two years—and by the way, I'm not just pulling these numbers out of thin air; the American Association of German Teachers got them officially from the Department of Education.

Sarah Hall53 said:I mean, it really depends on the school, you know? I know plenty of places where the elective language was scheduled in the same shift as everything else—they’d rotate it, like, in Week A, computer science was on the opposite shift while the language stayed put, then in Week B, they swapped. But then, once computer science became mandatory... bam, Michael, you're out! You're moved to the opposite shift. They banned us from mixing groups, and suddenly you're either stuck in the other shift or forced into online classes. It’s no wonder so many kids just dropped out of the electives entirely.
Hanlon's razor is honestly the only thing stopping me from believing there's a systematic attempt to wipe out elective foreign languages in America.

We're talking about thousands fewer kids taking elective foreign languages over the last two years—and by the way, I'm not just pulling these numbers out of thin air; the American Association of German Teachers got them officially from the Department of Education.

I have a relative who’s a linguist. She doesn't live in the States anymore, but while she did, she taught at various schools.
It's true that kids would pick a language to learn, but then they’d just quit—either because the pace was too slow (which drags down the whole class) or because the teacher just wasn't great (and let's be real, some aren't). By 7th or 8th grade, a huge number of students would drop German. At the same time, they started pushing language learning as early as 1st grade, which is a recipe for disaster. Or maybe it's just a way to funnel people into private institutions like the Goethe Institute or Berlitz. Those are fine for learning, but we aren't talking about free, accessible second language education for everyone here.

I'm with Michelle Nelson4 on this. We should allow proficiency testing during enrollment, regardless of where they learned it, provided the school actually has the capacity to offer continued language instruction.
(I feel the same way about computer science, too. A lot of kids don't take it as an elective in 5th or 7th grade because they can find better programs elsewhere, even though it's essential for getting into technical high schools or specialized academies.)

And if we actually want to keep elective languages alive in schools, we need to work on making the classes smaller. We should give students who are moving faster an extra hour of instruction. Just thinking out loud here, but that third weekly period would be much better spent on conversation practice for advanced students rather than sitting through the same basic lessons with three kids who haven't grasped the fundamentals after five or six years...

Susan James said:I have a relative who’s a linguist. She doesn't live in the States anymore, but while she did, she taught at various schools.
It's true that kids would pick a language to learn, but then they’d just quit—either because the pace was too slow (which drags down the whole class) or because the teacher just wasn't great (and let's be real, some aren't). By 7th or 8th grade, a huge number of students would drop German. At the same time, they started pushing language learning as early as 1st grade, which is a recipe for disaster. Or maybe it's just a way to funnel people into private institutions like the Goethe Institute or Berlitz. Those are fine for learning, but we aren't talking about free, accessible second language education for everyone here.

I'm with Michelle Nelson4 on this. We should allow proficiency testing during enrollment, regardless of where they learned it, provided the school actually has the capacity to offer continued language instruction.
(I feel the same way about computer science, too. A lot of kids don't take it as an elective in 5th or 7th grade because they can find better programs elsewhere, even though it's essential for getting into technical high schools or specialized academies.)

And if we actually want to keep elective languages alive in schools, we need to work on making the classes smaller. We should give students who are moving faster an extra hour of instruction. Just thinking out loud here, but that third weekly period would be much better spent on conversation practice for advanced students rather than sitting through the same basic lessons with three kids who haven't grasped the fundamentals after five or six years...

On the other hand—and I'm just thinking back here—you used to see this massive wave of kids dropping out during 7th and 8th grade. It was pretty much a stampede at that point, mostly because those two years were basically seen as the final stretch before everyone started looking toward high school enrollment. 😉 So, I ended up dropping German from my schedule—mostly just to claw back some extra breathing room so I can actually focus on pulling my grades up in physics and chemistry. Gotta stay on top of those, you know? And well... let's not forget that third factor hanging over everything.
It’s kind of like how things used to work back in those smaller school districts—you know, where they could actually pull off having German classes in the same shift from fourth through sixth grade, but then once you hit seventh, everything would just flip and you'd be moved to the opposite shift. It was always such a weird transition, honestly.

I'm with Michelle Nelson4 on this one—it really needs to happen. I was just thinking—we really should find a way to make knowledge testing actually doable. It’s one of those things that sounds great in theory, but when you actually try to set it up, it gets complicated fast. We need to make sure it's accessible and actually works for everyone. It doesn't matter where they went to school—everyone gets the same shot at enrollment.
I honestly feel the same way about computer science—it’s kind of a bummer how people look at it lately. It seems like back in the day, kids were jumping at the chance to take it as an elective, but now? Even moving from fifth grade into seventh, so many students are skipping over it because they figure they can find better opportunities elsewhere. It’s a shame, really, especially since it's such a foundational piece if you're actually planning to get into a specialized technical high school or a rigorous math academy later on. You really need that groundwork if you want to make those specific tracks.

Most dual-language programs have always handled things this way—I mean, if you’re looking to pick up a language that isn't already officially listed on your transcript, they usually just require you to sit for a placement test. It's pretty standard practice.

Look, if we actually want to keep foreign language programs alive in our schools, we’ve got to be smarter about how we structure them. We should probably be looking at smaller class sizes—that’s just common sense. And honestly? For the kids who are actually picking things up quickly, we ought to give them an extra hour or something. I know, I'm just rambling here, but think about it—instead of wasting that third period every week making everyone stare at the same textbook while three kids struggle through the basics they haven't grasped in five or six years, why not use that time for something better? Like actual conversation practice for the students who are ready for it. It just feels like a waste of potential otherwise.

Wait, do you honestly think we’re constantly begging for smaller class sizes just because we like complaining? It's not that... I mean, it's not like we actually enjoy having twenty-eight kids from second or third grade crammed into a single classroom—it's practically a mosh pit at this point.

And honestly, that third hour you mentioned—I feel like we should probably be getting that one for free, right? I mean, between everything else, it feels like we aren't even getting paid enough to cover the basics, let alone everything else we deal with... it's just one of those things, really. ☕ Plus, honestly... the second something isn't strictly mandatory—like, the moment it’s actually off the schedule—you’ll suddenly have two kids appearing out of nowhere. Or three, if you’re having one of those lucky days.

Regarding the whole idea of relearning a language you started back in middle school—I actually went through something similar. My entire class ended up picking German as our elective, but when I moved on to high school, I switched things up and chose English as my primary foreign language instead (even though I hadn’t officially studied it in middle school). Honestly, those four years of classes were probably the easiest part of my academic life 😁
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I suppose that might be why I never truly mastered the language; I have a solid foundation and a good ear for it, but I think I still need something like three months living in the States or hanging out in NYC to really start speaking fluently 😁
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PS—I took a look at that advisory thread, and man, the comments were relentless. It was immediately flooded with people complaining about how "music school is just another school, so why shouldn't kids get extra credit for it?" 😵

In my opinion, the best approach would be to offer two extra credit points for a second foreign language, two for advanced computer science, and two for music. Then we can see the absolute chaos that ensues when parents try to enroll their kids in everything just to squeeze out an extra six points...

Sarah Hall53 said:On the other hand—and I'm just thinking back here—you used to see this massive wave of kids dropping out during 7th and 8th grade. It was pretty much a stampede at that point, mostly because those two years were basically seen as the final stretch before everyone started looking toward high school enrollment. 😉 So, I ended up dropping German from my schedule—mostly just to claw back some extra breathing room so I can actually focus on pulling my grades up in physics and chemistry. Gotta stay on top of those, you know? And well... let's not forget that third factor hanging over everything.
It’s kind of like how things used to work back in those smaller school districts—you know, where they could actually pull off having German classes in the same shift from fourth through sixth grade, but then once you hit seventh, everything would just flip and you'd be moved to the opposite shift. It was always such a weird transition, honestly.

I'm with Michelle Nelson4 on this one—it really needs to happen. I was just thinking—we really should find a way to make knowledge testing actually doable. It’s one of those things that sounds great in theory, but when you actually try to set it up, it gets complicated fast. We need to make sure it's accessible and actually works for everyone. It doesn't matter where they went to school—everyone gets the same shot at enrollment.
I honestly feel the same way about computer science—it’s kind of a bummer how people look at it lately. It seems like back in the day, kids were jumping at the chance to take it as an elective, but now? Even moving from fifth grade into seventh, so many students are skipping over it because they figure they can find better opportunities elsewhere. It’s a shame, really, especially since it's such a foundational piece if you're actually planning to get into a specialized technical high school or a rigorous math academy later on. You really need that groundwork if you want to make those specific tracks.

Most dual-language programs have always handled things this way—I mean, if you’re looking to pick up a language that isn't already officially listed on your transcript, they usually just require you to sit for a placement test. It's pretty standard practice.

Look, if we actually want to keep foreign language programs alive in our schools, we’ve got to be smarter about how we structure them. We should probably be looking at smaller class sizes—that’s just common sense. And honestly? For the kids who are actually picking things up quickly, we ought to give them an extra hour or something. I know, I'm just rambling here, but think about it—instead of wasting that third period every week making everyone stare at the same textbook while three kids struggle through the basics they haven't grasped in five or six years, why not use that time for something better? Like actual conversation practice for the students who are ready for it. It just feels like a waste of potential otherwise.

Wait, do you honestly think we’re constantly begging for smaller class sizes just because we like complaining? It's not that... I mean, it's not like we actually enjoy having twenty-eight kids from second or third grade crammed into a single classroom—it's practically a mosh pit at this point.

And honestly, that third hour you mentioned—I feel like we should probably be getting that one for free, right? I mean, between everything else, it feels like we aren't even getting paid enough to cover the basics, let alone everything else we deal with... it's just one of those things, really. ☕ Plus, honestly... the second something isn't strictly mandatory—like, the moment it’s actually off the schedule—you’ll suddenly have two kids appearing out of nowhere. Or three, if you’re having one of those lucky days.

Not everyone quits just because they're chasing an A. If things have hit a standstill, that top grade is basically a given anyway. But honestly, why waste your time—especially if you're stuck in a late afternoon session—just sitting there listening to stuff you already know when you could be home actually studying physics? I get why kids are dropping out. Plus, the teacher loses two hours of their life, and since it doesn't show up on their paycheck, they just end up letting the first-period class slide through their main German exam.

Sarah Hall53 said:On the other hand—and I'm just thinking back here—you used to see this massive wave of kids dropping out during 7th and 8th grade. It was pretty much a stampede at that point, mostly because those two years were basically seen as the final stretch before everyone started looking toward high school enrollment. 😉 So, I ended up dropping German from my schedule—mostly just to claw back some extra breathing room so I can actually focus on pulling my grades up in physics and chemistry. Gotta stay on top of those, you know? And well... let's not forget that third factor hanging over everything.
It’s kind of like how things used to work back in those smaller school districts—you know, where they could actually pull off having German classes in the same shift from fourth through sixth grade, but then once you hit seventh, everything would just flip and you'd be moved to the opposite shift. It was always such a weird transition, honestly.

I'm with Michelle Nelson4 on this one—it really needs to happen. I was just thinking—we really should find a way to make knowledge testing actually doable. It’s one of those things that sounds great in theory, but when you actually try to set it up, it gets complicated fast. We need to make sure it's accessible and actually works for everyone. It doesn't matter where they went to school—everyone gets the same shot at enrollment.
I honestly feel the same way about computer science—it’s kind of a bummer how people look at it lately. It seems like back in the day, kids were jumping at the chance to take it as an elective, but now? Even moving from fifth grade into seventh, so many students are skipping over it because they figure they can find better opportunities elsewhere. It’s a shame, really, especially since it's such a foundational piece if you're actually planning to get into a specialized technical high school or a rigorous math academy later on. You really need that groundwork if you want to make those specific tracks.

Most dual-language programs have always handled things this way—I mean, if you’re looking to pick up a language that isn't already officially listed on your transcript, they usually just require you to sit for a placement test. It's pretty standard practice.

Look, if we actually want to keep foreign language programs alive in our schools, we’ve got to be smarter about how we structure them. We should probably be looking at smaller class sizes—that’s just common sense. And honestly? For the kids who are actually picking things up quickly, we ought to give them an extra hour or something. I know, I'm just rambling here, but think about it—instead of wasting that third period every week making everyone stare at the same textbook while three kids struggle through the basics they haven't grasped in five or six years, why not use that time for something better? Like actual conversation practice for the students who are ready for it. It just feels like a waste of potential otherwise.

Wait, do you honestly think we’re constantly begging for smaller class sizes just because we like complaining? It's not that... I mean, it's not like we actually enjoy having twenty-eight kids from second or third grade crammed into a single classroom—it's practically a mosh pit at this point.

And honestly, that third hour you mentioned—I feel like we should probably be getting that one for free, right? I mean, between everything else, it feels like we aren't even getting paid enough to cover the basics, let alone everything else we deal with... it's just one of those things, really. ☕ Plus, honestly... the second something isn't strictly mandatory—like, the moment it’s actually off the schedule—you’ll suddenly have two kids appearing out of nowhere. Or three, if you’re having one of those lucky days.

That's a fair point. I've noticed that quite a few kids end up missing out on those advanced placement tracks because they just can't rack up enough points. It’s frustrating to see, especially when they get bumped by students who aren't even looking at the program as a challenge, but rather as an easy way to boost their GPA. I was chatting with a neighbor about this the other day, and we realized how much of a factor those "extra credit" buffers can be. A student might be trailing behind on core academics, but if they happen to have a 5.0 in a specific elective, or maybe they snagged an extra point through choir, table tennis, or even just because of a parental meeting or a medical exemption like asthma, suddenly they’re right at the top of the list. It definitely feels like the playing field isn't always level when those miscellaneous points start stacking up.
I actually think the German and French tracks offered at schools like Lincoln High or Westside Prep are fantastic. My only reservation is that even if you nail the language exams, you still have to fight through the competition to get enough points just to secure a spot in the school in the first place.

Sarah Hall53 said:On the other hand—and I'm just thinking back here—you used to see this massive wave of kids dropping out during 7th and 8th grade. It was pretty much a stampede at that point, mostly because those two years were basically seen as the final stretch before everyone started looking toward high school enrollment. 😉 So, I ended up dropping German from my schedule—mostly just to claw back some extra breathing room so I can actually focus on pulling my grades up in physics and chemistry. Gotta stay on top of those, you know? And well... let's not forget that third factor hanging over everything.
It’s kind of like how things used to work back in those smaller school districts—you know, where they could actually pull off having German classes in the same shift from fourth through sixth grade, but then once you hit seventh, everything would just flip and you'd be moved to the opposite shift. It was always such a weird transition, honestly.

I'm with Michelle Nelson4 on this one—it really needs to happen. I was just thinking—we really should find a way to make knowledge testing actually doable. It’s one of those things that sounds great in theory, but when you actually try to set it up, it gets complicated fast. We need to make sure it's accessible and actually works for everyone. It doesn't matter where they went to school—everyone gets the same shot at enrollment.
I honestly feel the same way about computer science—it’s kind of a bummer how people look at it lately. It seems like back in the day, kids were jumping at the chance to take it as an elective, but now? Even moving from fifth grade into seventh, so many students are skipping over it because they figure they can find better opportunities elsewhere. It’s a shame, really, especially since it's such a foundational piece if you're actually planning to get into a specialized technical high school or a rigorous math academy later on. You really need that groundwork if you want to make those specific tracks.

Most dual-language programs have always handled things this way—I mean, if you’re looking to pick up a language that isn't already officially listed on your transcript, they usually just require you to sit for a placement test. It's pretty standard practice.

Look, if we actually want to keep foreign language programs alive in our schools, we’ve got to be smarter about how we structure them. We should probably be looking at smaller class sizes—that’s just common sense. And honestly? For the kids who are actually picking things up quickly, we ought to give them an extra hour or something. I know, I'm just rambling here, but think about it—instead of wasting that third period every week making everyone stare at the same textbook while three kids struggle through the basics they haven't grasped in five or six years, why not use that time for something better? Like actual conversation practice for the students who are ready for it. It just feels like a waste of potential otherwise.

Wait, do you honestly think we’re constantly begging for smaller class sizes just because we like complaining? It's not that... I mean, it's not like we actually enjoy having twenty-eight kids from second or third grade crammed into a single classroom—it's practically a mosh pit at this point.

And honestly, that third hour you mentioned—I feel like we should probably be getting that one for free, right? I mean, between everything else, it feels like we aren't even getting paid enough to cover the basics, let alone everything else we deal with... it's just one of those things, really. ☕ Plus, honestly... the second something isn't strictly mandatory—like, the moment it’s actually off the schedule—you’ll suddenly have two kids appearing out of nowhere. Or three, if you’re having one of those lucky days.

In the fifth through eighth grades, students get three hours a week dedicated to their first language.
I honestly think that third period should be reserved for the kids who already have a bit of an edge. You can usually spot them as early as first grade—they either come straight out of preschool with a head start, or they just have that natural knack for it. It’s like they were born with an ear for this stuff!

You could always point to the religious education classes. They stay perfectly on schedule, even when you only have about 11 students in a room. They won't even think about merging classes because the Vatican wouldn't want to mess up their strict timetable.

We've been arguing about this for ten years now. The answer? It’s those Vatican agreements—period. And honestly, if you don't speak the language, you're just out of luck.

And look, it’s not like German is being forced on everyone in the second tier just because... well, it shouldn't be. The real issue is that every single language should be given equal footing in our schools, whether they're electives or core requirements. But instead, we just cater to whatever parents want or follow their know-it-all attitudes.

This whole set of regulations is just going to be tweaked exactly where they want—specifically regarding entrance exams. Everything else people are so loudly commenting on and suggesting? It won't matter. None of it.
Honestly, I don't think any vocational high schools even need entrance exams at this point; we already know which ones everyone is fighting to get into. What's the point of an exam for someone wanting to go into forestry or carpentry? They can barely fit enough kids into the programs even with scholarships as it is—now they want to throw in entrance exams too. Just great.

Honestly, half-baked comments have managed to bury several rulebooks—or at least their various revisions—before they even had a chance. It’s gotten to the point where some rules just quietly die off without ever actually going into effect, while others get scrubbed entirely or tossed in out of nowhere. I guess it really pays to weigh in on everything, just to make sure things don't drift too far off course.

Sarah Hall53 said:Honestly, half-baked comments have managed to bury several rulebooks—or at least their various revisions—before they even had a chance. It’s gotten to the point where some rules just quietly die off without ever actually going into effect, while others get scrubbed entirely or tossed in out of nowhere. I guess it really pays to weigh in on everything, just to make sure things don't drift too far off course.

God, I hope not. I can't help but feel like this whole thing is just some sort of pro forma consultation process.

Educators really lose their minds the second they get their hands on a keyboard. 🙂
The P26 (I can’t even remember the full title—honestly, calling it that is a joke since it was only 26 words long) which hiddendriver34 tried to push through as a penalty for those protests over school safety measures—you know, the one that basically called for crucifying teachers just because they have a kid with behavioral issues in their class? It literally forced them to spend twenty-four hours a day buried in paperwork for that one student instead of actually teaching. Well, that thing somehow pulled more comments during the public hearing than the whole debate about debt collections. And of course, the results of that public hearing were NEVER released... so P26 just quietly died off and was forgotten.

Sarah Hall53 said:We've been arguing about this for ten years now. The answer? It’s those Vatican agreements—period. And honestly, if you don't speak the language, you're just out of luck.

And look, it’s not like German is being forced on everyone in the second tier just because... well, it shouldn't be. The real issue is that every single language should be given equal footing in our schools, whether they're electives or core requirements. But instead, we just cater to whatever parents want or follow their know-it-all attitudes.

I’m certain there are plenty of overbearing parents out there (we actually had a thread about people looking specifically for schools starting with German, or schools with large French programs, etc.).
And honestly, if they want to be like that, let them deal with the consequences.

But you can't claim that all languages need equal representation and then use that as an excuse to shove German into the main curriculum for the first graders. If you look at a very similar situation here in the States, you'll see why that doesn't work.
If you look at how kids drop out of language tracks by 4th grade, or enroll in 5th and then immediately quit, simple math shows that teachers end up with fewer hours. The only way to keep those teaching hours steady is to introduce the language in the 1st grade when parents don't have much of a choice—since almost everyone picks English in 4th grade anyway because they actually want to learn it.
(That way, you keep the schedule full for two professors, and you can slot English in during the same period since everyone will be signing up for it.)

Anyway, if we aren't totally off-topic here, it’s interesting how the Department of Education seems completely clueless about these little scheduling gymnastics used to save jobs. They didn't write the regulations to say that middle schools should test students on the language they *will* be learning, but rather on the language they've already been studying for eight years.

The idea of equal language representation across all schools reminds me of back in my day, in the late eighties. In 4th grade, a counselor would just walk in and announce that groups B and C were doing English, while group D was doing German. If you wanted an elective, you could sign up for the second shift. That was it.
Kids would come home and tell their parents, "Hey, we start a new language on Monday."
If you ask me, that feels a lot more honest than these "fake" choices we have now.

Man, I remember seeing this exact same thing happening at the high school where I worked about 12 or 13 years ago—it was such a headache. Basically, you had these parents who wanted their kids to be in the German language tracks, but then they’d go and pull their kids out and transfer them to the neighboring district just to game the system. So, instead of having two English classes and two German classes, the school would end up with two English and one German, leaving them one class short. Then they'd try to fix it by enrolling three English tracks and one German track, but those same parents would just jump ship again... poof! Suddenly you have four English classes and not a single soul left looking for a German lesson.

Sarah Hall53 said:Man, I remember seeing this exact same thing happening at the high school where I worked about 12 or 13 years ago—it was such a headache. Basically, you had these parents who wanted their kids to be in the German language tracks, but then they’d go and pull their kids out and transfer them to the neighboring district just to game the system. So, instead of having two English classes and two German classes, the school would end up with two English and one German, leaving them one class short. Then they'd try to fix it by enrolling three English tracks and one German track, but those same parents would just jump ship again... poof! Suddenly you have four English classes and not a single soul left looking for a German lesson.

Well, that's just the reality of capitalism for you.
Jobs aren't secure anymore (though honestly, they shouldn't be)
I remember when I first started working back around 2005🤔, my colleagues in the curriculum team used to pull strings just to get their kids into the English track (back when they were starting to introduce it as a primary language)
. Then a new trend hit, and I noticed it popping up on various forums too—people would enroll in these other languages because they figured the kids would pick up English regardless.

It's funny how we're sitting here debating how kids get selected for high schools, when I'm actually worried we'll soon be fighting just to keep entire grade levels or even basic schedules from being cut. Even in big cities like New York.
Not to mention the surge in private high schools (I have my eye on a few myself). They've been getting better every year, the tuition isn't totally out of reach, and they produce great results on SATs and in college later on.
Besides, education stopped being truly "free" a long time ago.

Susan James said:Just leave the religious education alone (there are plenty of Catholic schools already enough).

They actually scrapped points for a second foreign language about ten years ago, but interestingly, you could still take advanced Latin in classical academies if you had studied it in middle school. What's funny is nobody ever questioned whether all students actually have the chance to pick Latin in middle school. The usual argument was that not everyone has the opportunity to choose a second language, though based on the comments in the consultation, it seems some kids can pick three different languages as their "second" language!

As for computer science, I think the quality varies wildly from one school to the next (though that goes for foreign languages too), depending on who is teaching, who is enrolling, and whether they hand out easy A's just to keep the averages up. I know people whose kids skipped elective computer science because, after 5th grade, they realized the curriculum was way too slow for what they actually wanted to learn (those kids were more into algebra and stuff like that).
But it would be great if high schools offering an advanced computer science track, or vocational tech schools, had their own specific entrance exams for that subject. That would be a definite win.
That’s also why I think it’s so important that entrance exams aren't identical across the whole country. Schools should be allowed the autonomy to decide what they want to test and to design their own exams themselves. I see some pushback on this during the consultation, though—people are asking "what if a teacher knows the student personally and gives them easier questions?" 😂 Talk about having a lot of faith in teachers! 🥳

Look, I’m a professor myself, but that doesn’t mean I have blind faith in every single academic out there. 😉

We're talking about tens of thousands of individuals here. You're bound to find people who lack a moral compass, and let's be honest, nepotism is practically baked into our culture. I've even dealt with it firsthand—people expecting me to give "special treatment" to certain students just because of who their parents are, and then acting completely insulted when I don't play along.
And it's not just favoritism. I've heard stories about professors straight-up taking cash to write term papers for students. Someone like that isn't going to let high moral standards stop them from handing out exam questions under the table.

hiddendriver34 said:Look, I’m a professor myself, but that doesn’t mean I have blind faith in every single academic out there. 😉

We're talking about tens of thousands of individuals here. You're bound to find people who lack a moral compass, and let's be honest, nepotism is practically baked into our culture. I've even dealt with it firsthand—people expecting me to give "special treatment" to certain students just because of who their parents are, and then acting completely insulted when I don't play along.
And it's not just favoritism. I've heard stories about professors straight-up taking cash to write term papers for students. Someone like that isn't going to let high moral standards stop them from handing out exam questions under the table.

Plus, you've got those professors who hand out inflated grades just to keep parents or lawyers from knocking on their doors.
That’s exactly why we see such a massive flood of honors graduates these days.

Susan James said:Plus, you've got those professors who hand out inflated grades just to keep parents or lawyers from knocking on their doors.
That’s exactly why we see such a massive flood of honors graduates these days.

The only real fix for this mess would be standardized middle school exams.
Though, honestly, does every single school in America really need them, regardless of where they are located?
I mean, is there even a massive rush to get into high schools in Columbus, or to become a carpenter in New York City?
Still, if we did implement middle school exams, they’d probably have to be national—standardized tests across the board. Maybe different levels, like A, B, or even C tiers.
That's likely why they decided to stick with entrance exams and kept them optional.

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mellowskipper said:The only real fix for this mess would be standardized middle school exams.
Though, honestly, does every single school in America really need them, regardless of where they are located?
I mean, is there even a massive rush to get into high schools in Columbus, or to become a carpenter in New York City?
Still, if we did implement middle school exams, they’d probably have to be national—standardized tests across the board. Maybe different levels, like A, B, or even C tiers.
That's likely why they decided to stick with entrance exams and kept them optional.

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I honestly think those Reddit high school exams are pretty essential because they provide that much-needed outside perspective on a student's progress. It looks like you might have hit send a little early! Feel free to drop whatever you were typing—I'm ready whenever you are. students It looks like your message was cut short! Feel free to send over whatever you're working on, and I'll get right to rewriting it for you. I was thinking about what our teachers mentioned earlier. Honestly, looking at what the Institute for Social Research suggests, I feel like having an external evaluation at the end of every school year makes much more sense. It feels a lot more realistic and necessary than just doing one big assessment at the end of 8th grade specifically to help with high school admissions.

Honestly, I feel like those standardized high school entrance exams are totally unnecessary—and frankly, pretty pointless for everyone. Unless we’re planning on creating fourteen different academic tiers, there's really no need for them. Kids vary so much during their elementary years; they all have such unique abilities, interests, and skill sets. Since schooling is mandatory for everyone anyway, why force this one-size-fits-all test on them?
When you're looking at enrolling in various career training programs, you really have to take a hard look at different skill sets. Honestly, I feel like people are already rushing into things without doing that necessary groundwork.
I was just scrolling through the comments on the official guidance portal, and I noticed something pretty interesting about the requirements for woodworking programs. It turns out they don't actually look at your grades from technical drawing or art classes. Instead, they prioritize your performance in art and chemistry. 🤦
It honestly feels like whoever drafted these regulations over at the Department of Commerce has absolutely no clue how things actually work on the ground—whether you're working in a technical shop or doing actual woodworking.
I really feel like computer science should be a core part of how we grade students in American prep schools. Looking at the current curriculum, it seems like it’s missing from that essential list—and honestly, physics isn't getting enough weight either. It feels like chemistry is always being pushed to the front of the line instead. 🤣)

I’ve also heard some parents mentioning that they're getting worried about those medical clearances being turned in right at the end of the first half of the year. The concern is that by the time everything is processed, it might turn out that certain activities or jobs are actually contraindicated for their kids, which would be such a headache.
I think it’s probably best if we just don't go there—talking about that one unfair advantage some kids get during the admissions process. It's a topic that gets exploited in so many different ways, and honestly, it's just not worth the headache to bring up.
There are quite a few different elements to consider here.

The current enrollment process definitely needs some work, but honestly, what we’re seeing now feels more like superficial cosmetic changes rather than real reform. There is a huge debate going on right now about whether choir competitions should actually count toward student credits. It feels totally unfair when you consider that table tennis tournaments already earn points—it’s just nonsensical to single out music like this. It really feels like we're overlooking a massive group of kids who pour their hearts into singing.
It’s not even about testing your actual knowledge or skills. It really just comes down to whether you were lucky enough to have table tennis in your elementary school and if you happened to have a teacher who actually took the time to bring you to a competition.

I think it’s a great move to make organizing entrance exams easier for high schools, especially by increasing the weight of those scores to more than five points. Honestly, if you ask me, even ten points feels a little low, though I suppose that ten would be perfectly fine if they hadn't already bumped up the baseline from what it used to be!

The whole external assessment process at the end of the academic year always feels pretty stressful to me. I’m honestly not even sure if they actually factor those scores into college admissions or if they just look at them alongside the overall GPA. All I know is that every single May, this absolute nightmare begins—it's just constant, crushing stress.
And while we're on the subject, regarding contraindications for certain career paths: https://www.slideshare.net/BorisArai...ntraindikacija
There are quite a few links out there where parents can generally check if their kid's profile fits a specific field, rather than risking it later down the line. Or, they could just have a doctor run a quick check beforehand, assuming they're already confident about the grades.

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Honestly, I don't get all this talk about end-of-year stress.
I also can't wrap my head around these different levels of graduation exams—like A, B, or C tiers. It feels totally unnecessary. Success should be measured by points or percentages, and finishing high school shouldn't be strictly tied to one specific exam; it should act more like a universal entrance standard for high schools.
In my opinion, a fair way to do it would be splitting the weight: 50% based on grades (not an average, obviously, just the last two years) and 50% based on the "graduation exam," or whatever they decide to call that final test. If a specialized vocational school needs a minimum threshold—say, at least 70% in math to get into a technical program—then they should just set that requirement.

Every school could easily set their entry bar low enough that you wouldn't even need a single point from the exam, relying solely on your GPA.

And if I’m being really picky, I don't see why a high school would need to come up with anything particularly special for their own entrance exams. The curriculum is standardized, so the questions should naturally stay within those bounds. 🙂

mellowskipper said:The whole external assessment process at the end of the academic year always feels pretty stressful to me. I’m honestly not even sure if they actually factor those scores into college admissions or if they just look at them alongside the overall GPA. All I know is that every single May, this absolute nightmare begins—it's just constant, crushing stress.
And while we're on the subject, regarding contraindications for certain career paths: https://www.slideshare.net/BorisArai...ntraindikacija
There are quite a few links out there where parents can generally check if their kid's profile fits a specific field, rather than risking it later down the line. Or, they could just have a doctor run a quick check beforehand, assuming they're already confident about the grades.

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Life is stressful, isn't it? That's just how it goes.
Standardized testing is definitely necessary, though.
In my opinion, it's actually the fairest way to do things. If you ask the people who complain about it, I’d argue it's much less stressful to take one test every year rather than facing one massive, high-stakes exam every four years.
For me, sitting for an exam where a student gets to see what they actually know (and what they don't) feels way less nerve-wracking than trying to peer into a crystal ball to guess which group of peers will be their competition for a specific school.