High School Guide: Admissions, reviews, and advice

It isn’t even really about whether they mastered matrices or not; it’s more that I get the impression the conceptual way they approach math in those schools is just fundamentally different. Most people here seem to think that doing math—or physics, for that matter—is just a matter of plugging numbers into a formula and memorizing multiplication tables to get the answer. Not everyone thinks that way, of course, but certainly many do.

I’m really pushing my oldest toward a math-heavy path—ideally aiming for MIOC, which is basically the gold standard around here. The problem is, he’s totally undecided and hasn't got a clue what he wants to do yet. I'm nudging him because the kid is a natural; math and physics just click for him instantly. There are some incredibly high-level careers in physics, and since he hasn't even seen a "B" on his report card—he's consistently at the top of his class—it feels like a waste not to go for it.

To be honest, people with mathematical minds are like exotic, fascinating plants to me. I’m definitely not one of them (and neither is my husband; our son likely inherited those genes too).

He actually shares a similar philosophy to Summer—he’s hesitant about MIOC because he’s terrified of being buried under a mountain of work and losing his free time. He’s also worried about getting in since he doesn't have a perfect 4.0 GPA. But like I mentioned in a previous post, if you aren't obsessed with maintaining a perfect average and your ambitions are more balanced, you don't necessarily have to kill yourself working once you get there.

Don't get me wrong, I’m not a helicopter parent. I give my kids plenty of room to make their own choices, but I am being pretty persistent about this one. I’ve got one more year to try and win him over. 🐔

Michelle Nelson4 said:It isn’t even really about whether they mastered matrices or not; it’s more that I get the impression the conceptual way they approach math in those schools is just fundamentally different. Most people here seem to think that doing math—or physics, for that matter—is just a matter of plugging numbers into a formula and memorizing multiplication tables to get the answer. Not everyone thinks that way, of course, but certainly many do.

X

It’s not just a matter of how many hours they spend in class; the textbooks and the entire curriculum are built differently too.
None of this is permanent or impossible to fix—it just takes a bit of extra work.

One thing a lot of kids don't realize, which could actually make picking a "harder" school less intimidating, is that there is an option to switch schools or change tracks during freshman or sophomore year. Of course, there are certain requirements to meet. At fourteen, these kids are still just kids, and they should have the room to make mistakes.

Having studied mathematics myself, I found that those of us coming from general or liberal arts high schools faced a massive uphill battle when it came to Calculus I compared to the students arriving straight from specialized math academies... We simply lacked the foundational groundwork required for such rigorous material. It wasn't an impossible gap to bridge, of course, but I personally had to seek out extra tutoring sessions with a professor from UCLA just to patch up all those missing pieces.

hiddendriver34 said:I’m really pushing my oldest toward a math-heavy path—ideally aiming for MIOC, which is basically the gold standard around here. The problem is, he’s totally undecided and hasn't got a clue what he wants to do yet. I'm nudging him because the kid is a natural; math and physics just click for him instantly. There are some incredibly high-level careers in physics, and since he hasn't even seen a "B" on his report card—he's consistently at the top of his class—it feels like a waste not to go for it.

To be honest, people with mathematical minds are like exotic, fascinating plants to me. I’m definitely not one of them (and neither is my husband; our son likely inherited those genes too).

He actually shares a similar philosophy to Summer—he’s hesitant about MIOC because he’s terrified of being buried under a mountain of work and losing his free time. He’s also worried about getting in since he doesn't have a perfect 4.0 GPA. But like I mentioned in a previous post, if you aren't obsessed with maintaining a perfect average and your ambitions are more balanced, you don't necessarily have to kill yourself working once you get there.

Don't get me wrong, I’m not a helicopter parent. I give my kids plenty of room to make their own choices, but I am being pretty persistent about this one. I’ve got one more year to try and win him over. 🐔

I’m already starting to feel a little slow sometimes, especially when my daughter shows me something she’s programmed or gets all excited about how her math teacher explained a concept in such a simple, clear way. 😂
Honestly, I can't make heads or tails of it either. It might as well be written in code. 😵
Not again—she’s just totally off base. Looking back at everything she’s said about where she wants to start her career, it's never been anything like a solid foundation in science or even a basic starting point.
Sure, maybe it'll round up to an 8, but it doesn't look like that's going to happen just yet.

Scott Booth said:X

It’s not just a matter of how many hours they spend in class; the textbooks and the entire curriculum are built differently too.
None of this is permanent or impossible to fix—it just takes a bit of extra work.

One thing a lot of kids don't realize, which could actually make picking a "harder" school less intimidating, is that there is an option to switch schools or change tracks during freshman or sophomore year. Of course, there are certain requirements to meet. At fourteen, these kids are still just kids, and they should have the room to make mistakes.

Is the math program different?
Does hitting an A on the SAT require extra effort, or will I need to make up for it later once I'm actually in college?

rowdypanther12 said:I’m already starting to feel a little slow sometimes, especially when my daughter shows me something she’s programmed or gets all excited about how her math teacher explained a concept in such a simple, clear way. 😂
Honestly, I can't make heads or tails of it either. It might as well be written in code. 😵
Not again—she’s just totally off base. Looking back at everything she’s said about where she wants to start her career, it's never been anything like a solid foundation in science or even a basic starting point.
Sure, maybe it'll round up to an 8, but it doesn't look like that's going to happen just yet.

Is the math program different?
Does hitting an A on the SAT require extra effort, or will I need to make up for it later once I'm actually in college?

Sometimes I actually try to answer him in Greek when he tells me about what they did in school, since I can't make heads or tails of any of it. 😂

(The thing is, I don't actually know Greek—I'm just mimicking him.)

rowdypanther12 said:I’m already starting to feel a little slow sometimes, especially when my daughter shows me something she’s programmed or gets all excited about how her math teacher explained a concept in such a simple, clear way. 😂
Honestly, I can't make heads or tails of it either. It might as well be written in code. 😵
Not again—she’s just totally off base. Looking back at everything she’s said about where she wants to start her career, it's never been anything like a solid foundation in science or even a basic starting point.
Sure, maybe it'll round up to an 8, but it doesn't look like that's going to happen just yet.

Is the math program different?
Does hitting an A on the SAT require extra effort, or will I need to make up for it later once I'm actually in college?

It's like you're describing me perfectly. Math and chemistry were always just... intuitive? Like, they just clicked. (Physics, on the other hand, was a total disaster for me—but then again, that might have been because of how they taught it.) I could breeze through those classes with one hand tied behind my back, and I genuinely couldn't wrap my head around how anyone found them difficult.
But my heart was always in languages and literature. That’s why I chose my high school path, and that’s why I picked my major in college too—I would've rather bled out than enroll in a math program or something similar that I only ever passed with zero effort.

northerntiger9 said:We have the same thing in Santa Monica—though I hadn't really considered that... You're right about the Salesian one, too. I think they used to just have the classic version, but they've expanded since then.

There was a sporting event going on too, and one of my good friends actually headed out to check it out.
I don't know all the specifics, to be honest—all I know is that she probably had a baptismal certificate somewhere, though she wasn't exactly a devout believer. It was just one of those things where everyone in our family went through the motions and got baptized back in the early 90s. 😁 ).
And I also know they were at some Catholic camp where everyone just ended up getting completely trashed. 😁

rowdypanther12 said:So, just to make sure I understand: the general track has less math than the math track, and the language track has even less math?
Using basically the same curriculum and textbooks? 🤔
Does that mean they skip certain topics entirely, or do they just move through the material faster without as much repetition?

Alright, let's get this started. This is the first one.

When you look at how we actually learn stuff, it’s not really about how many times you grind through the same basic drills or repeat the same textbook pages over and over again. It’s more about the actual weight of the problems you're tackling—it's about that jump in complexity when you finally move from simple theory to those heavy-duty, multi-layered tasks that actually force your brain to work.
The kids over in the advanced math track are definitely going to be tackling much heavier lifting than the general studies or humanities kids, even if they end up covering all the same core curriculum. It’s possible they won't even hit those specific lessons until senior year, though I remember back when I was in the standard track, we still touched on basic matrices—just a really surface-level introduction, nothing too crazy.

I honestly have no clue how all this plays out with the SATs, mostly because things were a lot different back when we were in school, but if I had to take a guess, the kids in those high-level math tracks probably have the easiest time prepping. It feels like they’re basically just reviewing stuff they’ve already mastered, whereas the students in more general or liberal arts tracks might find themselves staring at problems that weren't even covered in their standard curriculum. I mean, I doubt the testing board would design it that way—otherwise, they'd basically be disqualifying everyone from vocational schools right out of the gate—so it's more likely that the math specialists are just cruising through the easier stuff while the others are playing catch-up with the advanced material.

rowdypanther12 said:I’m already starting to feel a little slow sometimes, especially when my daughter shows me something she’s programmed or gets all excited about how her math teacher explained a concept in such a simple, clear way. 😂
Honestly, I can't make heads or tails of it either. It might as well be written in code. 😵
Not again—she’s just totally off base. Looking back at everything she’s said about where she wants to start her career, it's never been anything like a solid foundation in science or even a basic starting point.
Sure, maybe it'll round up to an 8, but it doesn't look like that's going to happen just yet.

Is the math program different?
Does hitting an A on the SAT require extra effort, or will I need to make up for it later once I'm actually in college?

You probably won't notice much difference during testing, but you might feel it later on in university. Under the new curriculum, they've lightened the load for the general track quite a bit, though I honestly wonder if that's a good move for long-term preparedness. There have been plenty of changes across other subjects too, but the thing is, not every teacher sticks to the specific (and now somewhat narrowed) guidelines provided. My son started to view his grumpy teacher a little more favorably after a substitute stepped in for a few hours and actually followed the textbook.

Susan James said:The history curriculum covers 8th grade through the 4th century, plus modern history up to the 20th century.
So, mostly wars, with a big focus on the American Civil War.

Not many people are really into that stuff.

The classic track only has one hour of psychology per week.
They don't require a second foreign language since they do Ancient Greek, so any other language ends up being an elective.
They also have three hours of math.

And they have specific classes that include Latin components.

Maybe in Chicago 😁

We had Latin three times a week and Greek twice a week.

Psychology, logic, philosophy, and politics were all block periods—I remember because we had to show up earlier than usual, though I don't think all four grades did that. :|

Art and music once a week.

And we definitely had a second foreign language. I took English in Elementary School and then German plus classical languages in high school.

Generally, classes started at 7:30 AM and wrapped up by 2:00 PM.

Personally, I would be quite happy if her high school schedule was limited to just the mornings—mostly to accommodate her training sessions. We’ll try to sketch out a plan along those lines. Of course, that isn't necessarily a dealbreaker, but it would be ideal if everything aligned perfectly.

Honestly, I’ve been dragging myself out of bed at dawn for four years straight just to make it to the elementary school by 7:30 AM. It's exhausting. Ever since I was in first grade, I've always dealt with split shifts, and my kids have been on the afternoon schedule since third grade—truth be told, we actually all prefer the afternoon sessions anyway.

With sports, you have flexibility; you can train in the morning or the afternoon, and if classes are held in the afternoon, evening practices usually wrap up by 10:00 PM. Besides, who knows? Kids might decide to quit their sports eventually, and missing a practice happens, but you really can't afford to skip class.

Wait, does the morning shift actually start at 7:30 AM? I was under the impression it started at 8:00. They do offer those morning training sessions from 9:00 to 11:00, but—let’s be honest—that pretty much eats up your entire morning. If you've got an hour-long commute to the high school on top of that, I don't see when she'd ever find the time to actually sit down and study.
I know quite a few kids end up dropping out of sports right when they transition to high school simply because the practice schedule becomes impossible to manage. She mentioned she really wants to keep going; she’s doing great, she's a competitive athlete, and we’re currently trying to rack up some points for college admissions.
A first shift would definitely suit her better, though I suppose that isn't the deciding factor here, obviously.

I prefer a one-way approach 🙏

Just noting that some schools actually used to start at 7:00 AM 😁

Well, you all have effectively shut me down.
Back in my day—if you could call it that—it was always strictly 8:00 AM for the morning session and 2:00 PM for the afternoon.
Then, I suppose, we should probably factor in how close someone lives to the local Elementary School as a variable.

mellowskipper said:Well, you all have effectively shut me down.
Back in my day—if you could call it that—it was always strictly 8:00 AM for the morning session and 2:00 PM for the afternoon.
Then, I suppose, we should probably factor in how close someone lives to the local Elementary School as a variable.

Back in my day, in my specific class, we used to have religion class on Tuesdays at 7:00 AM. 🙏
It was during those wonderful, old-school times when electives were actually elective—there wasn't any pressure to take ethics if you didn't want to. 😍

We also knew we’d occasionally have gym at 7:00 too (one of our old teachers was pretty intense, very much a "drill sergeant" type of educator! 😬)
Personally, I chose a school "downtown" because I loved the idea of traveling. Based on my experience, I spent about 4 or 5 years commuting from my Elementary School at all sorts of early hours, often through snowstorms and major traffic jams. Right around then, a brand new school was built in my neighborhood, but I honestly didn't care for that option.
There’s just something about that sense of freedom, even if it meant a 45 to 60-minute commute one way (or even longer if you had to pick up a sibling).

As an adult now, I actually think shift work is great, and I even attended a school that ran on different schedules. 🤷
Though these days, I try my best to choose anything that lets me walk to work.
I guess I wasn't exactly a morning person growing up—I love my sleep—but I've definitely become more responsible over the years.

So, what does your kid think? What kind of schedule would they prefer?

Michelle Nelson4 said:Honestly, I’ve been dragging myself out of bed at dawn for four years straight just to make it to the elementary school by 7:30 AM. It's exhausting. Ever since I was in first grade, I've always dealt with split shifts, and my kids have been on the afternoon schedule since third grade—truth be told, we actually all prefer the afternoon sessions anyway.

With sports, you have flexibility; you can train in the morning or the afternoon, and if classes are held in the afternoon, evening practices usually wrap up by 10:00 PM. Besides, who knows? Kids might decide to quit their sports eventually, and missing a practice happens, but you really can't afford to skip class.

I’m not sure what specific sport the kid is playing, but at that age, most competitive programs have kids training twice a day.
So you end up with a 6:00 AM workout, then being at school by 8:00, and then heading right back out for more practice in the afternoon.

Kyle Rogers9 said:Maybe in Chicago 😁

We had Latin three times a week and Greek twice a week.

Psychology, logic, philosophy, and politics were all block periods—I remember because we had to show up earlier than usual, though I don't think all four grades did that. :|

Art and music once a week.

And we definitely had a second foreign language. I took English in Elementary School and then German plus classical languages in high school.

Generally, classes started at 7:30 AM and wrapped up by 2:00 PM.

Well, even in major cities like Chicago, you can find programs where they offer Latin and Greek three times a week for all four years.
It's the same with one foreign language, but there isn't a mandatory second one; you just have the option to pick up a second language as an elective.

Psychology is definitely on the schedule once a week during junior year.

Susan James said:Back in my day, in my specific class, we used to have religion class on Tuesdays at 7:00 AM. 🙏
It was during those wonderful, old-school times when electives were actually elective—there wasn't any pressure to take ethics if you didn't want to. 😍

We also knew we’d occasionally have gym at 7:00 too (one of our old teachers was pretty intense, very much a "drill sergeant" type of educator! 😬)
Personally, I chose a school "downtown" because I loved the idea of traveling. Based on my experience, I spent about 4 or 5 years commuting from my Elementary School at all sorts of early hours, often through snowstorms and major traffic jams. Right around then, a brand new school was built in my neighborhood, but I honestly didn't care for that option.
There’s just something about that sense of freedom, even if it meant a 45 to 60-minute commute one way (or even longer if you had to pick up a sibling).

As an adult now, I actually think shift work is great, and I even attended a school that ran on different schedules. 🤷
Though these days, I try my best to choose anything that lets me walk to work.
I guess I wasn't exactly a morning person growing up—I love my sleep—but I've definitely become more responsible over the years.

So, what does your kid think? What kind of schedule would they prefer?

She’d really love to make it to those evening workouts—she truly would—but with her working the afternoon shift, it just isn't feasible, I guess.
I have to admit—though I'm probably being too honest here—getting out of bed in the morning is quite a struggle for me. It doesn't even matter that I make it to sleep somewhere between 10:00 and 11:00 PM; the grogginess just persists. But, once I actually manage to wake up and get myself ready for Elementary School, things tend to stabilize—I suppose you could say I become functional enough.
Sometimes I don't even hear the alarm go off—it’s like she just sleeps right through it—so I end up giving her an extra call just to be safe if my husband isn't around to wake her. She sleeps like a log. Honestly, I'd probably do the exact same thing.
High schools aren't really an option for him right now—mostly because he just doesn't have the stomach for social studies—so, I guess, for the time being, we're looking more toward some kind of technical vocational track.
He’s really into programming and web development—the whole digital architecture thing—and spends a good amount of time working on a graphic tablet. He has quite the affinity for languages, too, I guess.

Does anyone know which high schools in the Chicago area only have classes in the morning?