Choosing High School Rigor That Supports College Success and Student Well-Being

"A practical, student-first framework for aligning academic challenge with college readiness and well-being.”

The road to college is complex, and a common question asked is, "Should my student take AP, IB, and/or dual enrollment classes?" As with many aspects of the college admissions process, the answer is, "It depends."

While academic rigor is important in competitive college admissions, student well-being and class fit must always come first. Course selection should align with each student's academic abilities and executive functioning strengths, encouraging growth while avoiding significant struggle. Importantly, high school course load should give students the time and energy to pursue their passions, engage in extracurricular activities, and maintain a healthy social life. 

What are Advanced Placement (AP) Courses?

Advanced Placement (AP) courses follow a standardized, college-level curriculum designed by the College Board and culminate in rigorous, nationally administered exams each May. AP courses are recognized as among the most challenging high school offerings and are intended to prepare students for the academic demands of college.

AP classes are taught by high school teachers trained in AP instruction and follow a set curriculum to promote consistency in content and rigor. AP exams are scored on a scale of 1 to 5, with many colleges awarding credit or advanced placement for scores of 3 or higher. However, policies vary significantly by institution—some grant credit only for scores of 4 or 5, while others may apply AP coursework toward placement rather than credit. Given institutional variations, students and families are encouraged to research individual college policies.

The percentage of students who score a 3 or higher on AP tests varies by subject. On the higher end, more than 80% of students earned a 3 or higher in AP Research, AP Seminar, AP 2D Art & Design, AP Drawing, AP Precalculus, AP Chinese Language and Culture, and AP Spanish Language and Culture. On the lower end, less that 70% of students earned a 3 or higher in AP Art History, AP Music Theory, AP Human Geography, AP Macroeconomics, AP Microeconomics, AP World History, AP Calculus AB, AP Computer Science A, AP Computer Science Principles, AP Statistics, AP Environmental Science, AP Physics 1, and AP Latin (click HERE for more information).

What are International Baccalaureate (IB) Courses?

International Baccalaureate is a globally recognized, rigorous academic curriculum designed to develop critical thinking, research, and writing skills while fostering global awareness. Offered at select high schools worldwide, IB courses follow the standardized framework set by the International Baccalaureate Organization.

IB courses are rigorous and are available at two levels: Standard Level (SL) and Higher Level (HL), with HL courses involving a greater depth of study. Students may choose to take individual IB courses or pursue the complete IB Diploma Programme, which includes six subject areas, a Theory of Knowledge (TOK) course, a Service (CAS) component, and an Extended Essay (EE)/independent research paper.

IB assessments include internal and external evaluations, with final IB exams graded on a scale of 1 to 7. Many universities worldwide award college credit for strong IB scores (i.e., of 4 or higher), particularly in HL courses. However, similar to AP credit, policies vary by institution, making it crucial for students to research how their target colleges recognize IB coursework to maximize its benefits.

IB scores can be more challenging to interpret due to their international scope, but available data provide valuable insights. For the May 2025 exam session, 81.9% of students earned the IB Diploma, with an average subject score of 4.9 and a mean total diploma score of 30.6 points. For a more detailed analysis of IB outcomes, click HERE.

What are Dual Enrollment (DE) Courses?

Dual Enrollment programs allow high school students to enroll in college courses and earn both high school and college credit simultaneously. DE courses are offered through partnerships between high schools and accredited colleges or universities, often community colleges, providing students with an opportunity to experience college-level coursework while still in high school.

Dual Enrollment courses are typically taught by college faculty or high school instructors approved by the partnering institution and follow the college's curriculum and grading standards. Unlike AP or IB courses, which culminate in standardized exams, students earn college credit based on their performance throughout the course, which may or may not include exams.

While Dual Enrollment can be an excellent way to gain early exposure to college academics, the credit transfer policies vary significantly among colleges. Furthermore, due to the lack of standardization, selective colleges may prioritize AP or IB coursework over Dual Enrollment during application evaluation.

For students considering Dual Enrollment, it is essential to research how prospective colleges evaluate DE courses to ensure they align with their goals.

How Do I Know If I Should Take AP, IB, or DE Classes?

Students who feel confident in their ability to earn high grades (i.e., A’s and B’s) and three or higher on AP tests are strong candidates for AP classes. Students who feel confident in their ability to earn high grades in rigorous, writing-intensive IB courses and a score of 4 or higher on IB tests are strong candidates for IB diploma programs. However, those who thrive in a more structured, syllabus-driven environment and do not feel confident in their abilities to get high scores on standardized tests may benefit from dual enrollment courses.

In addition to a student-centered approach to high school course selection, it is vital to understand that colleges vary in their attitudes toward AP, IB, and dual enrollment courses. For instance, Princeton University states that while students are not eligible for college credit for AP or IB courses taken, they may be able to earn Advanced Placement, thereby skipping introductory courses. This does not apply to college classes taken prior to matriculation (click HERE for more information). 

The University of North Carolina at Chapel Hill encourages candidates to take rigorous courses, including AP and dual-enrollment programs. Each year, the Office of Undergraduate Admissions publishes the minimum scores necessary for the awarding of course credit for AP and IB exams (click HERE for more information.)

In 2018, the University of Georgia stated that it added weight to a student's grades only for AP or IB courses (click HERE for more information), as these are nationally and internationally standardized. However, in a recent blog posttitled "When is Enough Enough?" (click HERE), the message is less clear. While some schools have clear preferences, others do not, and yet others don’t seem to know what they think. 

Bottom line: It's essential to research individual institutions' policies to make an informed decision, and in cases where the answer is unclear, reach out to admissions. Furthermore, students who intend to apply to graduate school should be aware of restrictions on which college credit counts toward fulfilling prerequisites (e.g., medical school).

Ultimately, high school course selection should align with where rigor and success (academic, social, and emotional) intersect with college and career aspirations. Decisions regarding course rigor should be evaluated based on two main criteria: (1) the individual student and (2) the policies of institutions students hope to attend.

Finding the Right Balance

The current teen mental health crisis underscores the importance of balance. While some adversity, including academic challenges, can and does build resilience and prepare students for future obstacles, excessive pressure leads to anxiety, depression, and burnout. Finding the right mix of challenge and manageability helps students develop both academically and emotionally.  

A Note On Admissions Anxiety

The growing hysteria around college admissions has led many students and parents to make course selection decisions based on fear and emotion rather than on objective criteria. This anxiety-driven approach can cause them to lose sight of the importance of balance and psychological well-being. Instead of focusing solely on perceived admissions advantages, the priority should be a well-rounded academic experience that fosters growth, confidence, resilience, and a healthy 

Tips to Help Make the Best Decision

ONE: Seek informed, individualized guidance.

Consult with your high school counselor and/or an Independent College Consultant who understands not only course offerings, but how colleges interpret rigor in context

TWO: Prioritize student fit over optics.

Ensure that advisors have a nuanced understanding of academic strengths, learning style, executive functioning skills, and stress tolerance—not just grades and test scores.

THREE: Ask how colleges define rigor.

Inquire how the institutions your student is considering evaluate AP, IB, and dual enrollment coursework, including whether they express a preference for standardized curricula when assessing academic readiness.

FOUR: Avoid GPA-driven course stacking without a strategy.

Do not pursue multiple dual-enrollment courses simply to inflate GPA or class rank without fully understanding how those courses will appear on the high school transcript, how (or whether) the credit will transfer, and how selective colleges may weigh them relative to AP or IB coursework.

For questions about what defines rigor and how it impacts your student, or anything else related to the college process, please contact me at kathy@fineeducationalsolutions.com.