how many assignments per semester in high school

Demystifying the High School Semester: An Expert Educator‘s Comprehensive Guide

As an education administrator with over a decade steering curriculum development and policy reforms, I‘m often asked—just how long is a semester in high school?

In our era of innovation in school calendars and instruction models, confusion exists around the duration and very purpose of semesters. This seminal guide aims to dispel key myths and empower students, parents and educators to optimize this pivotal block of learning.

The Origins: Why High Schools Adopted Academic Terms

To appreciate semester functionality today, it helps to examine key developments in education history that cemented their usage.

In the early 19th century, urban public schools largely operated on a year-round model without breaks. But one-room rural schools aligned schedules to agriculture cycles, closing for planting and harvest. [1]

By the 1900s, urban educators noted benefits of rural summer vacations. Students and teachers alike struggled with fatigue and strain without periodic rest. [2] The present academic calendar took shape—public schools adopted two ~18 week instructional blocks (semesters) with week-long recesses and a 10-12 week summer break.

This semester system achieved multiple goals:

• Allowed students and faculty to recharge with regular breaks integrated
• Enabled proper staffing coverage for resource-intensive labs and vocational courses [3]
• Created defined periods for progress reviews, finalizing grades, and planning

Understanding this historical backdrop, let‘s examine the standard duration of the modern high school semester.

The Standard Duration: 18 Weeks of Instructional Time

Today most U.S. high schools follow a traditional semester-based schedule consisting of:

• Two primary semesters : one fall and one spring term
• 18 weeks of instruction per semester : translating to ~90 school days including holidays and breaks
• Two main examinations : one at semester end and others sprinkled at teacher discretion

While slight variations exist (covered next), this framework dominates. Students attend set classes continuously through each ~18 week term to earn credits for grade promotion and graduation. Midterm and final tests assess retained knowledge.

Compare this to elementary grades following self-contained classrooms or colleges with specialized quarter/trimester systems. The high school semester stands distinct.

Let‘s examine why slight variations manifest using concrete data.

State Policies Dictate Minor Semester Deviations

The 50 U.S. states each codify specific minimums for annual instructional time. This triggers trickle-down effects to district and school calendars, impacting semester duration.

Consider two examples across the spectrum:

This translates into average semester durations ranging ~80-100 days—but specific lengths are locally determined.

For example, Kansas utilizes a state minimum 190 day standard calendar [6] resulting in slightly longer semesters accommodating more instructional time.

Whereas California‘s flexible approach allows for condensed 66 day fall and 72 day spring high school semesters in San Francisco [7] .

Now let‘s discuss other factors causing modest semester deviations.

Holiday Calendars and Exam Needs Reshape Semesters

Beyond state minimums, school calendars adapt to accommodate fixed holidays, teacher development needs and student exam requirements:

• Thanksgiving (1 week), Winter & Spring Breaks (1-2 weeks) remove instruction days
• Teacher training/institute periods mandate minimum student-free conference days
• Advanced/College Board Exams require longer spring terms accommodating multi-week test prep/administration

Districts condense instruction into shorter daily periods or extend semesters to offset these locked periods. Some utilize interim sessions for supplemental teaching.

For example, Houston Independent School District‘s 2022-2023 high school calendar reveals a 74 instruction day fall term and a 92 day spring semester [8] . The longer spring allows concentrated 8-week test prep and AP Exams completion.

The key insight? While state differences and fixed events modify durations, core semester functionality remains constant nationwide—offering structured bursts of learning. Now let‘s shift gears to equipping students to make the most of these vital periods.

Expert Tips: Help Students Maximize Each Semester

With 300 credit hours and required exams looming for graduation, students must optimize their limited high school semesters. Here are my top strategic and tactical tips molded by 13 years as an educator and academic advisor:

Employ Intentional Goal-Setting & Planning

• Map out GPA, class choices & extracurriculars across 4 years for robust college/career prep
• Sketch semester visions tying big goals to specific graded assignments
• Log all major deadlines using a master calendar for organized work streams

I advise students to start backward mapping from aspirational graduation and post-high school visions. This grounds otherwise ambiguous semesters in purpose and priorities.

Activate Support Systems Early

Our nationwide teacher shortage means larger class sizes and less individual attention to struggling students [9] . I equip students and parents to offset this new reality:

• Leverage teachers‘ office hours for personalized coaching at first signs of confusion
• Preemptively engage free peer tutoring via NHS/honor societies for collaborative learning
• Explore school guidance counselors to discuss alternate electives if overwhelmed

Getting ahead of challenges prevents unrecoverable holes in core curriculum mastery.

Make Time for Renewal

High-achievers often override bodily signals of stress while sacrificing sleep and nutrition to maximize study hours. I advise balancing diligence with self-care:

• Respect circadian rhythms : Adolescent brains need 8-10 hours of sleep nightly for healthy development [10]
• Fuel mind and body proactively : Eat complete meals every 3 hours with snacks in between for sustained energy
• Detach daily : Whether 10 minutes of meditation or an hour playing sports, schedule off-screen relaxation to spark creativity

With my evidence-based guidance, students can amplify academic output sustainably semester over semester.

Parent Partnership: Foster Student Success

I often advise parent groups on helping students make the grade without hovering. Here are my top recommendations:

Structure the Learning Environment

All students need quiet study spaces with minimal disruptions. Help them create functional home workstations:

• Designate permanent areas exclusively for schoolwork, ideally near family common areas
• Outfit spaces with core supplies like paper, highlighters, calculators eliminating workflow friction/excuses
• Set expectations around noise, music so they self-enforce an ambiance that fuels mental focus

Model Time Management

Help students acclimate to juggling 5-7 classes through visible demonstrations:

• Map all family schedules in a central digital calendar with class, assignment and extracurricular blocks
• Share templates for strategic goal-setting and daily planning that fuse deadlines with balanced activities
• Highlight alignments between short and long-term goals across domains like chores and hobbies. Show interconnections!

Equipped with structured tools and environments, students thrive as independent, disciplined learners.

Conclusion: Semesters As Stepping Stones to Success

In closing, high school semesters represent roughly 18 week sprints covering designated courses essential for graduation and beyond. State, district and school customizations based on fixed events and local priorities manifest in modest calendar variations.

However, semester functionality endures nationwide—offering containable chunks of learning to scaffold students for postsecondary and career transitions. By applying my evidence-backed advice, both students and invested parents can make the most of these precious waypoints despite intensifying academic demands.

With strategic planning, strong support networks and balanced self-care, students can own their education and excel this coming semester and beyond!

A dedicated father and former high school English teacher, Chris's journey into education advocacy is both personal and profound. His passion for equitable education sparked not in the classroom, but at home, as he navigated the challenges and triumphs of raising his children within the public education system.

After receiving his Master's in Education, Chris embarked on a teaching career, enriching young minds with literature and critical thinking skills. However, it was his transition to full-time parenthood that brought a new dimension to his understanding of education. He witnessed firsthand the effects of underfunding and standardized test pressures on schools and students alike.

Motivated by these experiences, Chris took his advocacy to the digital world. His blog, born from a blend of professional insight and parental concern, delves into the nuances of educational policy, resource allocation, and the need for a balanced approach to student assessment. Chris's unique perspective as both educator and parent offers a compelling call to action for quality, accessible public education.

Chris, residing with his family in [City, State], continues to be a beacon for educational reform, inspiring others through his writings and community involvement.

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Students spend three times longer on homework than average, survey reveals

Sonya Kulkarni and Pallavi Gorantla | Jan 9, 2022

Graphic by Sonya Kulkarni

The National Education Association and the National Parent Teacher Association have suggested that a healthy number of hours that students should be spending can be determined by the “10-minute rule.” This means that each grade level should have a maximum homework time incrementing by 10 minutes depending on their grade level (for instance, ninth-graders would have 90 minutes of homework, 10th-graders should have 100 minutes, and so on).

As ‘finals week’ rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments.

High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number.

The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average.

When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than nine with an average of about four hours. In contrast, polled students said that about one hour of homework would constitute a healthy number of hours.

Junior Claire Zhang said she feels academically pressured in her AP schedule, but not necessarily by the classes.

“The class environment in AP classes can feel pressuring because everyone is always working hard and it makes it difficult to keep up sometimes.” Zhang said.

A total of 93 students reported that the minimum grade they would be satisfied with receiving in a class would be an A. This was followed by 81 students, who responded that a B would be the minimum acceptable grade. 19 students responded with a C and four responded with a D.

“I am happy with the classes I take, but sometimes it can be very stressful to try to keep up,” freshman Allyson Nguyen said. “I feel academically pressured to keep an A in my classes.”

Up to 152 students said that grades are extremely important to them, while 32 said they generally are more apathetic about their academic performance.

Last year, nine valedictorians graduated from Bellaire. They each achieved a grade point average of 5.0. HISD has never seen this amount of valedictorians in one school, and as of now there are 14 valedictorians.

“I feel that it does degrade the title of valedictorian because as long as a student knows how to plan their schedule accordingly and make good grades in the classes, then anyone can be valedictorian,” Zhang said.

Bellaire offers classes like physical education and health in the summer. These summer classes allow students to skip the 4.0 class and not put it on their transcript. Some electives also have a 5.0 grade point average like debate.

Close to 200 students were polled about Bellaire having multiple valedictorians. They primarily answered that they were in favor of Bellaire having multiple valedictorians, which has recently attracted significant acclaim .

Senior Katherine Chen is one of the 14 valedictorians graduating this year and said that she views the class of 2022 as having an extraordinary amount of extremely hardworking individuals.

“I think it was expected since freshman year since most of us knew about the others and were just focused on doing our personal best,” Chen said.

Chen said that each valedictorian achieved the honor on their own and deserves it.

“I’m honestly very happy for the other valedictorians and happy that Bellaire is such a good school,” Chen said. “I don’t feel any less special with 13 other valedictorians.”

Nguyen said that having multiple valedictorians shows just how competitive the school is.

“It’s impressive, yet scary to think about competing against my classmates,” Nguyen said.

Offering 30 AP classes and boasting a significant number of merit-based scholars Bellaire can be considered a competitive school.

“I feel academically challenged but not pressured,” Chen said. “Every class I take helps push me beyond my comfort zone but is not too much to handle.”

Students have the opportunity to have off-periods if they’ve met all their credits and are able to maintain a high level of academic performance. But for freshmen like Nguyen, off periods are considered a privilege. Nguyen said she usually has an hour to five hours worth of work everyday.

“Depending on the day, there can be a lot of work, especially with extra curriculars,” Nguyen said. “Although, I am a freshman, so I feel like it’s not as bad in comparison to higher grades.”

According to the survey of Bellaire students, when asked to evaluate their agreement with the statement “students who get better grades tend to be smarter overall than students who get worse grades,” responders largely disagreed.

Zhang said that for students on the cusp of applying to college, it can sometimes be hard to ignore the mental pressure to attain good grades.

“As a junior, it’s really easy to get extremely anxious about your GPA,” Zhang said. “It’s also a very common but toxic practice to determine your self-worth through your grades but I think that we just need to remember that our mental health should also come first. Sometimes, it’s just not the right day for everyone and one test doesn’t determine our smartness.”

HUMANS OF BELLAIRE – Michael Sheth

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HUMANS OF BELLAIRE – Achilles Glenn

HUMANS OF BELLAIRE – Maurya Manjunath

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Anonymous • Nov 21, 2023 at 10:32 am

It’s not really helping me understand how much.

josh • May 9, 2023 at 9:58 am

Kassie • May 6, 2022 at 12:29 pm

Im using this for an English report. This is great because on of my sources needed to be from another student. Homework drives me insane. Im glad this is very updated too!!

Kaylee Swaim • Jan 25, 2023 at 9:21 pm

I am also using this for an English report. I have to do an argumentative essay about banning homework in schools and this helps sooo much!

Izzy McAvaney • Mar 15, 2023 at 6:43 pm

I am ALSO using this for an English report on cutting down school days, homework drives me insane!!

E. Elliott • Apr 25, 2022 at 6:42 pm

I’m from Louisiana and am actually using this for an English Essay thanks for the information it was very informative.

Nabila Wilson • Jan 10, 2022 at 6:56 pm

Interesting with the polls! I didn’t realize about 14 valedictorians, that’s crazy.

How Long Is A Semester In High School? A Comprehensive Guide

Navigating the academic landscape of high school can be a daunting task, especially when it comes to understanding the intricate details of semesters. Whether you’re a student, parent, or educator, grasping the duration and structure of a high school semester is crucial for effective planning and time management.

If you’re short on time, here’s a quick answer to your question: A typical high school semester lasts approximately 18 weeks or half of the academic year, with variations depending on the school district and state regulations.

In this comprehensive guide, we’ll delve into the nuances of high school semesters, exploring their length, structure, and the factors that influence their duration. We’ll also provide insights into the rationale behind the semester system and how it impacts academic progress and course scheduling.

Understanding the Semester System

Definition of a semester.

A semester is a division of the academic year, typically lasting 15-18 weeks or approximately half a year. In the semester system, the academic year is split into two separate terms or semesters. This is in contrast to the traditional quarter system, where the year is divided into four quarters of roughly equal length.

The semester system is widely adopted by high schools and colleges across the United States, as well as many other countries around the world.

Rationale Behind the Semester System

The semester system offers several advantages that have contributed to its widespread adoption. Firstly, it provides a more focused and in-depth exploration of subjects, as students have fewer classes to juggle at a time compared to the quarter system.

This allows for a deeper understanding of the material and more comprehensive coverage of each subject. Additionally, the longer duration of semesters can help students better adjust to their schedules and establish a consistent routine.

According to a study by the National Center for Education Statistics , approximately 68% of public high schools in the United States operate on a semester system . This statistic highlights the prevalence of the semester system in high school education across the country.

Variations Across School Districts

While the semester system is widely adopted, there can be variations in how it is implemented across different school districts. Some schools may have slightly shorter or longer semesters, while others may offer additional terms or mini-semesters for specialized courses or programs.

For instance, some districts offer a summer semester or intersession for students to take additional classes or catch up on credits.

It’s important to note that the specific start and end dates of semesters, as well as holidays and breaks, can vary depending on the school district and region. Many schools publish detailed academic calendars to help students and families plan accordingly. These calendars often include important dates, such as the start and end of semesters, exam periods, and school holidays.

Factors Influencing Semester Length

The length of a semester in high school can vary depending on several factors. These factors can range from state regulations and guidelines to school district policies, as well as holidays, breaks, and unexpected events like inclement weather. Let’s delve into each of these factors in more detail:

State Regulations and Guidelines

Each state has its own set of regulations and guidelines for the academic calendar, including the minimum number of instructional days or hours required per semester or school year. For example, according to Education Commission of the States , the majority of states require a minimum of 180 instructional days per school year.

These regulations serve as a baseline for school districts to follow when setting their academic calendars.

School District Policies

While adhering to state regulations, school districts have the autonomy to establish their own policies regarding the length of semesters. Some districts may opt for longer semesters, while others may prefer shorter ones.

These policies are often influenced by factors such as curriculum requirements, extracurricular activities, and community preferences. Districts may also consider staggering start and end dates for different grade levels to accommodate various educational needs.

Holidays and Breaks

Holidays and breaks play a significant role in determining the length of a semester. Most school districts incorporate major holidays like Thanksgiving, Christmas, and spring break into their academic calendars.

Additionally, some districts may offer longer breaks or even a full week off for certain holidays, which can impact the overall length of the semester. According to a survey by the National Center for Education Statistics, the average number of holidays and breaks in a school year is around 29 days 😎.

Inclement Weather and Unexpected Closures

Unforeseen circumstances, such as inclement weather or unexpected closures, can also affect the length of a semester. Snow days, hurricanes, or other natural disasters may force schools to close for a period of time, which can lead to an extension of the semester to make up for lost instructional days.

Some districts have contingency plans in place to accommodate these situations, while others may need to adjust their calendars on a case-by-case basis.

Typical Semester Structure

Fall and spring semesters.

In most high schools across the United States, the academic year is divided into two main semesters: the fall semester and the spring semester. The fall semester typically runs from late August or early September through December, while the spring semester begins in January and concludes in May or June.

This structure allows for a natural break during the summer months, providing students and teachers with a well-deserved respite.

According to data from the National Center for Education Statistics , approximately 76% of public high schools in the U.S. operate on a traditional semester system. This tried-and-true approach has proven effective in facilitating a comprehensive educational experience while allowing for periodic assessments and course adjustments.

It’s worth noting that some schools may deviate from this standard model, opting for alternative schedules such as trimesters or year-round schooling.

Course Scheduling and Credit Requirements

The semester structure plays a crucial role in course scheduling and credit requirements. In a typical high school setting, students are expected to complete a certain number of credits in various subject areas to fulfill graduation requirements.

These credits are earned by successfully completing courses within each semester.

For example, a student might take four or five courses during the fall semester, each worth a certain number of credits (e.g., 0.5 or 1.0 credit per course). Upon successful completion, they earn those credits towards their overall graduation requirements.

The process repeats in the spring semester, allowing students to accumulate the necessary credits over the course of their four-year high school journey. It’s a well-organized system that enables students to progress at a steady pace while exploring diverse academic disciplines.

Exam Periods and Final Assessments

At the end of each semester, high schools typically have designated exam periods or final assessment weeks. During these times, students are evaluated on their mastery of the course material through comprehensive exams, projects, or other summative assessments.

These final assessments carry significant weight in determining a student’s overall grade for the course.

According to a survey by the Education Week Research Center , approximately 89% of high schools in the U.S. conduct final exams or assessments at the end of each semester. These exams not only serve as a measure of student learning but also help prepare them for the rigors of college-level assessments.

It’s a valuable experience that fosters time management skills, effective studying habits, and the ability to perform under pressure – all essential qualities for future academic and professional success.

Benefits and Challenges of the Semester System

Advantages of the semester system.

The semester system in high schools offers several advantages that can enhance the learning experience for students. Firstly, it allows for a more in-depth exploration of subjects, as the material is divided into two distinct parts.

This structure enables teachers to delve deeper into topics, fostering a more comprehensive understanding among students. Additionally, the semester system provides students with a fresh start mid-way through the academic year, allowing them to reset and refocus their efforts if needed.

Another significant benefit of the semester system is the potential for increased course offerings. By dividing the academic year into two parts, schools can offer a wider variety of elective courses, giving students the opportunity to explore diverse interests and broaden their horizons.

This flexibility can be particularly advantageous for students who wish to pursue specialized areas of study or prepare for specific career paths. According to a study by the National Center for Education Statistics , high schools that follow a semester system tend to offer 15% more elective courses compared to those on a traditional year-long schedule 😊.

Furthermore, the semester system can help students develop better time management skills and a stronger sense of responsibility. With courses condensed into shorter time frames, students must stay focused and organized to keep up with the workload.

This challenge can serve as valuable preparation for the rigors of college or future employment, where the ability to prioritize tasks and meet deadlines is crucial 👍.

Potential Drawbacks and Considerations

While the semester system offers numerous benefits, it is essential to acknowledge potential drawbacks and considerations. One concern is the increased pace of learning, which can be challenging for some students, particularly those who struggle with a subject or require additional support.

The condensed timeline may not allow sufficient time for mastering complex concepts before moving on to new material.

Another potential drawback is the risk of burnout or stress for both students and teachers. The intense workload and shorter timeframes can lead to overwhelming pressure, potentially compromising mental well-being and overall performance .

Schools implementing the semester system should prioritize providing adequate support services and resources to mitigate these risks.

Additionally, the transition between semesters can be disruptive for some students, especially those who thrive on routine and consistency. The abrupt change in schedules and course content may require an adjustment period, during which productivity and engagement levels could temporarily dip.

It is crucial for schools and families to carefully weigh the pros and cons of the semester system, considering factors such as student learning styles, available resources, and overall educational goals.

While the semester system offers distinct advantages, addressing potential challenges through proactive planning and support strategies is essential to ensure a positive and effective learning experience for all students.

Understanding the length and structure of a high school semester is essential for students, parents, and educators alike. By grasping the nuances of the semester system, you can better plan your academic journey, manage your time effectively, and make informed decisions about course selection and scheduling.

While the typical high school semester lasts approximately 18 weeks, it’s important to recognize that variations exist across school districts and states. Factors such as state regulations, district policies, holidays, and unexpected closures can influence the precise duration of a semester.

Ultimately, the semester system aims to provide a structured and manageable framework for academic progress, allowing students to focus on a specific set of courses during each term. By embracing the semester system and its intricacies, you can navigate the high school experience with confidence and maximize your educational opportunities.

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​​What Is A Semester And How Many Are There Per Year?

Categories Education/School

School can be a huge growth period for students and people in education. There are various things to get to grips with when you’re preparing for college or high school, such as becoming aware of the semester system.

A lot of schools in America use the same scheduling system, but this may differ between universities and colleges.

If you’re unfamiliar with semesters, you’ll learn all about them from this post. We’ll cover how long a semester is, as well as how many semesters are in one year. 

Keep reading to find out how semester scheduling works and the things you should expect from this format.

What Are Semesters?

A semester is an interval that is usually four months long. You’ll be working towards your degree and taking classes during this period.

Every semester has a beginning and end date. Your institution will expect you to do homework, go to classes, and in most cases, take exams within each semester. 

You’ll receive a grade for every class you took when each semester finishes. These will contribute to your average Grade Point Average (GPA), which assesses your performance in high school or college. 

Semester schedules can differ within each school, but the majority of institutions have two semesters. 

The first semester begins during the fall. This usually lasts from late August to the middle of December when students go home for the winter.

The second semester is called the spring semester, which starts in the middle of January after winter break, then ends earlier in May. 

Once the second semester finishes, students will take a break for the summer holidays, then the cycle will commence once more. Some schools also have optional summer schemes that students can take in June or July.

Summer programs are ideal for college students that want to improve their graduation prospects. These individuals can take additional classes to add to their yearly credits. 

How Long Are College Semesters?

Around 95% of universities and colleges within the U.S. use semester schedules. This makes it the most popular academic scheduling system used for higher education. 

One college semester takes the same amount of time as a standard semester. This involves two semesters for each academic year, lasting 15 weeks each

Even though the semester system is popular, a lot of these establishments will use different forms of academic scheduling, like trimesters and quarters.

How Long Are High School Semesters?

High school semesters will have different lengths based on your location. 

Your state’s Department of Education and school board will determine how to divide the school calendar.

Nevertheless, most high schools within the U.S. tend to use the semester format, which is two terms that are 15 weeks long for each academic year. 

Some high schools use trimesters, just like some higher education establishments. Trimesters will separate the academic year into three terms that last three months each. 

Months Within One Semester

Semesters usually last four months each, but some may extend to five months, depending on the establishment’s rules.

In most cases, classes take place within the primary four months or 15 weeks of a semester. The final week is used for assessments and exams. 

Some schools include their exam sessions within the first 15 weeks, but this will vary according to the assessment formats. 

For instance, college students may undertake stressful practical exams which take more time compared to high school exams. This may result in extra time after finishing coursework.

Semesters Within A Year

The typical schedule used in semester scheduling involves two semesters per academic year. The first semester begins in the fall, then the final one occurs in spring. 

However, semesters may be different depending on the establishment itself. 

Differences Between Quarters And Semesters

As mentioned above, different educational establishments can use various scheduling systems. The most popular types are:

• Quarters: Four 10-week terms per school year
• Semesters: Two 15-week terms per school year

The main difference between each scheduling system is how many terms are needed within a school year.

Semester formats involve two terms, the first in the fall, and the last in spring. 

Quarter formats use four terms for each season. The first is fall, the second is spring, third summer, and last winter. 

Another difference between these two systems is how many courses students take each term. Students using the semester format need to take five courses per session.

Conversely, students using the quarter format take between three and four classes each term.

These programs involve a particular number of credit hours for every student. Each student needs 180 credit hours for the quarter program, and 120 credit hours for the semester system.

There isn’t much difference between the class hours, but the details above can show you that students may find quarter scheduling excessive compared to the semester format. 

The majority of universities and colleges use semesters, but some well-known institutions use the quarter format. These are:

• University of California
• University of Chicago
• University of Washington
• Stanford University

Advantages Of Semester Scheduling

There are several advantages to semester scheduling, which explains why a lot of universities and colleges use this format.

Here are the pros of following the semester schedule:

Students Have More Learning Time

Learning about a topic for 15 weeks makes it more likely that students will take in the information.

Even though most students are concerned about doing well in exams, many of these individuals will remember what they learned for a long time afterward.

There is also more time for teachers to teach a subject thoroughly, which improves the student’s understanding of the material.

Increased Likelihood Of Student-Teacher Relationship

Students that have healthy one-on-one relationships with their teachers often have a better education experience. Students will enjoy lessons from teachers they respect and have positive relationships with.

These connections also allow students to come to teachers with confidence if they have problems with the material, or need educational support related to scholarship applications or internships.

Shorter Classes For Busy Students

A lot of college students have busy lives, particularly individuals who work alongside studying. Lectures in the semester system tend to last between 50 and 75 minutes. 

It can be hard to show up to classes that aren’t enjoyable, particularly ones that last a long time. Classes that are an hour long mean that students are less likely to zone out, even if they don’t find that material that interesting. 

Easier Switch To College After High School

A lot of high schools in the U.S. also use semester schedules. College can be a hard transition, but keeping the same schedule can make it easier for students to make the switch to college.

Drawbacks Of Semester Scheduling

Semester scheduling does have many advantages, but it does involve some drawbacks too.

Increased Stress Levels

Students have to take a particular number of courses within 15 weeks of every semester. 

There may be enough time to learn all of the material, but attempting to keep up with good grades can cause additional stress among students. 

Harder To Improve Grade Point Average

Grades in the semester format matter a lot. Doing badly in a single course one semester can seriously affect your overall GPA once the academic year finishes. 

This format doesn’t allow you to take additional classes, which means you’re less likely to improve your GPA, if required.

Hard To Switch Majors

The semester system does let you change your mind, but you need to be able to pay for all of the costs. Moving to a different major in the middle of the education year means that you may have paid a lot for needless courses.

Furthermore, your new major may cost more than your previous one. Other than the money, you also need time to finish all the paperwork needed to switch to different classes.

How To Survive Semester Scheduling

If the drawbacks of semester scheduling have you worried, here are some tips that can help you do your best with this system.

Create An Organized Schedule

As exams seem ages away and you only need to hand in a few assignments every week, it’s easy to lose concentration. 

Make sure that you’re making the most of this free time by taking on activities that improve your productivity.

Schedule time blocks to study for lessons, do your assignments, or even watch the latest episode of your favorite show.

Organizing your time in this way ensures that you’re up to date with your priorities, maintain a healthy work/social life, and are prepared for busier periods leading up to exams. 

It’s best to get a notebook or calendar to keep track of everything. 

Participate!

You have a wealth of free time that you can put to good use! Taking part in clubs or going to events are networking opportunities, which may make you more appealing following graduation. 

American universities have a wealth of activities, so whatever your interests are, you’re sure to find a society or club that suits you!

Look For Opportunities

Working alongside studying can help you keep productive as the semester progresses, but it can also keep you financially prepared for future scenarios. 

It’s also good to look for internships while you’re in education. This will help you acquire important experience and skills, which all make you more appealing to employers after college.

Final Thoughts

Now you know what a semester is! Semester scheduling is the most popular academic scheduling method used by U.S. colleges and universities. 

It involves two semesters which are 15 weeks each; the first begins in the fall and the last one takes place in spring. Semesters are different from trimesters, as trimesters have four ten-week periods per academic year. 

If your institution uses semester scheduling, make sure that you understand the format well and figure out how you work best within this system.

Organizing your schedule and improving your skills will help improve your graduation prospects and life following college.  

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Demystifying High School Credits: A Comprehensive Guide

For students and parents, decoding high school credits and graduation requirements can be confusing. Understanding how credits are earned and tracked is key to success.

If you’re short on time, here’s a quick answer: High school students earn credits by passing classes . A typical course is worth 1 or 0.5 credits per semester. Most schools require 20-26 credits to graduate.

This in-depth guide will explain everything you need to know about high school credits. We’ll cover how credits are calculated, typical credit requirements, earning options like summer school and dual enrollment, credit recovery, and strategies to meet graduation credit goals.

How High School Credits Are Calculated

Understanding how high school credits are calculated is essential for students and parents alike. The credit system allows schools to measure a student’s progress and determine if they have met the requirements for graduation . Here is a comprehensive guide on how high school credits are calculated.

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Credit Hours Defined

Credit hours represent the amount of time a student spends in a particular course . In most high schools, one credit hour is equivalent to a full year of study . However, some schools may use a semester system where half a credit is earned for each semester of the course.

It’s important to note that credit hours are not solely based on the number of classroom hours but also include homework, assignments, and projects.

Standard Course Credits

Standard courses, such as English, math, science, and social studies, typically earn one credit per year . This means that students need to complete four years of these core subjects to fulfill the standard credit requirements.

Elective courses, on the other hand, may vary in the number of credits they offer . For example, a year-long elective course may earn one credit, while a semester-long elective may earn half a credit.

Credit Variations

While standard courses have defined credit values, there can be variations in the credit system based on school policies or state requirements. Certain advanced or honors courses may offer additional credits due to the increased level of difficulty .

For example, an honors math course may earn 1.5 credits instead of the standard one credit. Similarly, some schools may offer credit for internships, community service, or independent study programs.

It’s important for students to check their school’s specific credit policies to ensure they are on track for graduation. Each high school may have specific requirements regarding the number of credits needed in each subject area .

Additionally, students should consult their school guidance counselor or academic advisor for any questions or clarifications regarding credit calculations.

Typical Credit Requirements for Graduation

One of the key aspects of high school education is earning credits towards graduation. Each school and district may have slightly different requirements , but there are some typical credit requirements that most students need to fulfill .

These requirements are designed to ensure that students receive a well-rounded education and are prepared for their future endeavors.

State and Local Standards

The credit requirements for graduation are often set by state and local education authorities. These standards ensure that students meet the minimum requirements to earn a high school diploma . It’s important for students and parents to familiarize themselves with these standards to ensure that all necessary credits are earned.

For example, in the state of California, students are required to earn a minimum of 230 credits to graduate . This includes credits in subjects such as English, mathematics, science, social studies, physical education, and electives.

Core Subject Requirements

Most high schools have specific credit requirements for core subjects such as English, mathematics, science, and social studies . These requirements ensure that students have a solid foundation in these fundamental subjects.

For instance, a typical requirement for English credits may be four years or eight semesters of English classes . Similarly, students may be required to complete three years or six semesters of mathematics, three years or six semesters of science, and three years or six semesters of social studies.

Elective Credits

In addition to core subject requirements, high school students often have the opportunity to take elective courses. Electives allow students to explore their interests, pursue specific career pathways, or delve deeper into subjects they are passionate about .

Elective credits can vary widely depending on the school and district. Some schools may require a specific number of elective credits, while others may have more flexible requirements . It’s important for students to choose electives that align with their interests and goals.

Total Credits Required

The total number of credits required for graduation can vary from school to school. On average, most high schools require students to earn between 22 and 26 credits to graduate .

It’s important for students to carefully plan their course selections to ensure they meet these credit requirements. Academic advisors, teachers, and school counselors can provide guidance and support in this process .

For more detailed information on credit requirements for graduation, students and parents can refer to their school’s official website or the website of their local education authority.

Remember, earning high school credits is an important step towards graduation and future success. By understanding the typical credit requirements, students can make informed decisions about their course selections and ensure they are on track to meet their goals .

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Earning Credits Through Alternate Options

Summer school classes.

Summer school classes are a popular option for high school students looking to earn credits outside of the regular school year . These classes are typically offered by schools and educational institutions during the summer months.

Students can choose to take courses in subjects they need to catch up on or explore new areas of interest. Summer school classes provide a condensed learning experience , allowing students to complete a semester’s worth of material in a shorter period of time .

This can be beneficial for students who want to accelerate their education or make up for missed credits.

Dual Enrollment

Dual enrollment programs offer high school students the opportunity to earn college credits while still in high school . These programs allow students to take college-level courses at a local college or university, which can count towards both their high school graduation requirements and their college degree.

Dual enrollment can be a great option for academically advanced students who are looking for a challenge or want to get a head start on their college education. It also gives students a chance to experience the rigor and expectations of college-level coursework before fully transitioning to a university setting.

Online Courses

Online courses have become increasingly popular in recent years and offer a flexible and convenient way for high school students to earn credits . There are many accredited online platforms and virtual schools that offer a wide range of courses in various subjects .

Students can complete coursework from the comfort of their own homes and at their own pace. Online courses are particularly beneficial for students who have scheduling conflicts, live in remote areas, or have other commitments that make attending traditional classes difficult .

It’s important to ensure that the online courses chosen are accredited and will be accepted by the student’s high school.

Independent Study

Independent study is an option for self-motivated and disciplined students who want to earn credits in a more flexible and personalized way. In an independent study , students work closely with a teacher or mentor to design and complete a project or research-based assignment .

This option allows students to delve deeper into a specific topic of interest and develop valuable skills such as time management and self-direction. Independent study can be a great opportunity for students who have a strong passion for a particular subject and want to explore it in greater depth.

It’s important for students to consult with their school counselors or administrators to ensure that the alternate options they choose will meet their high school credit requirements. Each school may have specific guidelines and regulations regarding earning credits through these alternate options .

Credit Recovery for Failed Courses

When a high school student fails a course, it can be a discouraging experience. However, there are options available for credit recovery, allowing students to make up for their failed courses and stay on track towards graduation. Here are some strategies commonly used :

Repeating Courses

One option for credit recovery is to simply repeat the failed course. This allows the student to retake the course and earn the necessary credits . Repeating a course can provide an opportunity for the student to improve their understanding of the material and ultimately pass the class.

It’s important to note that in some cases, the original failing grade may still appear on the student’s transcript, but the new grade will replace it in the calculation of the student’s GPA .

Credit Recovery Programs

Credit recovery programs are another option for students who have failed a course. These programs are designed to help students catch up on missed credits and complete the necessary coursework to earn those credits .

Credit recovery programs can be offered during the regular school day, after school, or during the summer . They often provide individualized instruction and support to help students succeed in their recovery efforts.

Pass/Fail and Mastery Grading

Some schools and districts have implemented pass/fail or mastery grading systems, which can be beneficial for students who have failed a course. In a pass/fail system , students are not assigned letter grades, but rather receive a pass or fail based on their performance .

This can provide an opportunity for students to focus on mastering the material without the added pressure of earning a specific grade. Mastery grading systems, on the other hand, focus on students demonstrating mastery of specific skills or knowledge areas .

This allows students to focus on specific areas of weakness and work towards mastery, rather than being solely focused on earning a passing grade.

Making Up Credits after Absences

Students who have missed a significant amount of school due to absences, whether for medical reasons, family emergencies, or other circumstances, may need to make up credits in order to stay on track for graduation .

In these cases, schools may offer options such as online courses, independent study programs, or credit recovery programs to help students make up missed credits. It’s important for students to work closely with their school counselors or administrators to develop a plan for making up missed credits and ensure they are meeting graduation requirements.

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Strategies for Earning Required Credits

Tracking credit progress.

One of the key strategies for earning required credits in high school is to track your credit progress. Keeping a close eye on the number of credits you have earned and the ones you still need will help you stay on track towards graduation .

High schools often provide students with credit tracking sheets or online portals where they can keep track of their credits. By regularly updating this document or system, you can ensure that you are aware of your progress and can make any necessary adjustments to your course schedule.

Prioritizing Core Courses

When it comes to earning required credits, it is important to prioritize core courses. Core courses are typically the subjects that are essential for graduation, such as English, math, science, and social studies .

These courses often have a higher credit value and are usually required for multiple years. By focusing on these core courses, you can ensure that you are earning the necessary credits in the subjects that matter the most.

Additionally, excelling in core courses can also set a strong foundation for future academic and career pursuits.

Supplementary Learning

In some cases, earning required credits may require additional efforts beyond regular classroom instruction. Supplementary learning can include activities such as online courses, summer school, or dual enrollment programs .

These options can provide you with the opportunity to earn credits outside of your regular school schedule and can also offer a chance to explore subjects that may not be available at your high school.

It is important to consult with your school counselor or academic advisor to determine which supplementary learning options are available and appropriate for your academic goals.

Managing Course Load

Managing your course load effectively is another important strategy for earning required credits. High school can be a busy time with various commitments, so it is crucial to find a balance between academics and other activities .

Taking on too many courses at once can lead to burnout and hinder your ability to perform well in each class. On the other hand, taking too few courses may result in falling behind in credit requirements.

It is important to plan your course schedule carefully, considering your strengths, interests, and available resources . By managing your course load effectively, you can ensure that you are earning the necessary credits while still maintaining a healthy work-life balance.

Understanding high school credits and graduation requirements empowers students to progress smoothly from freshman to senior year. With insight on earning credits, recovery options for failures, and strategies to meet credit goals, students can take control of their academic path.

By tracking credits, exploring alternate earning avenues like summer school or dual enrollment, and implementing effective study habits, students will be primed to earn the credits they need for high school success.

Maria Sanchez is the founder of the Save Our Schools March blog. As a former teacher and parent, she is passionate about equitable access to quality public education. Maria created the blog to build awareness around education issues and solutions after organizing a local march for public schools.

With a Master's in Education, Maria taught high school English before leaving her career to raise a family. As a parent, she became concerned about underfunded schools and over-testing. These experiences drove Maria to become an education advocate.

On the blog, Maria provides resources and policy insights from the dual perspective of an informed parent and former teacher. She aims to inspire others to join the movement for quality, equitable public education. Maria lives with her family in [city, state].

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Read Our Research On:

• The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools
• Part II: How Much, and What, do Today’s Middle and High School Students Write?

Table of Contents

• Part I: Introduction
• Part III: Teachers See Digital Tools Affecting Student Writing in Myriad Ways
• Part IV: Teachers Assess Students on Specific Writing Skills
• Part V: Teaching Writing in the Digital Age

AP and NWP teachers participating in the survey report giving students written assignments ranging from research papers to short responses, journaling, and creative writing.  The type and frequency of written assignments varies considerably by the subject being taught and grade level, but on the whole these AP and NWP teachers place tremendous value on formal written assignments.

These teachers also point out that “writing” can be defined more broadly than written work assigned in an academic setting.  In focus groups, many teachers noted that in addition to the “formal” writing students do for class, they are engaged in many forms of writing outside of the classroom, much of it using digital tools and platforms such as texting and online social networking.  How to define these new types of writing and determining what impact they have on the “formal writing” students do in class remains an open question for many of these teachers.  But most agree that among  students , “writing” continues to be defined as assignments they are  required  to do for school, as opposed to textual expression they engage in on their own time.

The writing assignments AP and NWP teachers give their students

The survey quantified what types of writing exercises AP and NWP teachers assign to their middle and high school students.  As the graphic below suggests, among this group of teachers, short essays and journaling are the most commonly assigned writing tasks.  More than half of the sample (58%) report having their students write short essays, short responses, or opinion pieces at least once a week.  Four in ten (41%) have students journal on a weekly basis.

Research papers, multimedia assignments, and creative writing in the form of plays or short stories, while not assigned by many teachers on a weekly basis, are assigned at some point during the academic year by most of these AP and NWP teachers. Just over three-quarters report having students complete a research paper (77%) or a multimedia project (77%) at some point during the current academic year.  Two-thirds (66%) have students engage in creative writing, such as poetry, a play, a short story or piece of fiction, at least once a year.

In contrast, more specialized types of writing assignments such as writing out mathematical problems or proofs, writing up labs, writing computer programs, designing computer games, and writing music or lyrics are assigned rarely, if ever, by most AP and NWP teachers surveyed.

The type and frequency of written work assigned is obviously highly dependent on the subject matter being taught.  Among Math teachers, for example, 81% report having students write out mathematical problems, proofs or concepts on at least a weekly basis.  And among science teachers, 51% have students write up labs at least once a week and 56% have students write out mathematical concepts or problems.  All of these percentages are much higher than those for teachers of other subjects.

In addition, while 94% of English teachers and 83% of history/social studies teachers had their students write a research paper in the 2011-2012 academic year, that figure is 68% among science teachers and 36% among math teachers.  A similar pattern emerges for multimedia or mixed media assignments, with English (84%) and history/social studies (82%) teachers most likely and math teachers least likely (51%) to have given their students this type of assignment in the prior academic year. Science teachers (70%) fall in the middle.

How do teachers—and students—define “writing” in the digital world?

A fundamental question posed to the AP and NWP teachers in the current study is how they and their students define “writing.”  Specifically, we asked teachers which forms of writing in the digital age—academic writing assignments, texting, social network site posts, blogs, tweets, etc.— are “writing” in their eyes, and which are not?  In a 2008 Pew Internet survey of teens on this topic, the consensus among 12-17 year-olds was that there is a fundamental distinction between their digital communications with friends and family and the more formal writing they do for school or for their own purposes.  Only the latter is considered “writing” in teens’ eyes. 9  Survey and focus group findings in the current study indicate this perception has not changed, either among students or their teachers, and that there remains a fairly strong conceptual divide between “formal” and “informal” writing.  For both groups, much day-to-day digital communication falls into the latter category.

Asked in focus groups to clarify what, specifically, they consider “writing,” the majority of teachers indicated that “formal writing” and “creative writing” fit their definition of “writing.”  Slightly fewer said they would classify “blogging” as writing, and very few said they would consider texting as a form of writing. Asked how they thought students would categorize these same writing forms, the results are comparable.  Most of these teachers do not think their students consider texting writing, but rather confine their definition of “writing” to those exercises they are required to do for school.  A handful of teachers went even further, saying that some students define “writing” only as something that requires them to use complete sentences.

On how students define “writing,” AP and NWP teachers say…

Our kids, over the course of their lives, will write infinitely more than we ever will. I’m 43 years old–half of my life was lived without email, texting, social networking, etc. The fact is, that is writing. Kids have more access points today and those access points are literally at our fingertips and beeping and buzzing blipping…nudging us to write. Incredibly though, students do not see this as “writing.”

Because students still write journals in some classes, I think they still distinguish this from blogging.  I think they see journaling as writing, but not blogging quite yet.  Although, I think that is starting to change as they start blogging for classes.  I think blogging will be viewed as more official writing in the future.

While most AP and NWP teachers in the focus groups said they do not consider texting, blogging, or micro-blogging (posting on social network sites) “writing” in the traditional sense, they believe these digital formats do spur thinking and encourage communication among their students, which may lead to deeper thinking and self-expression. Several teachers characterized these shorter online posts as “pre-writing” that may get a student engaged in a topic or discourse enough to want to write a longer piece about it or explore it further.  In some teachers’ eyes, these digital forms of expression are building blocks for lengthier, more formal writing.

On newer digital forms of writing, AP and NWP teachers say…

These digital technologies give students a reason to write. Social media and texting are very engaging for them; they write reflexively. It is not classic academic writing for sure. But, they do use the written language to communicate. This requires a certain amount of composition activity. Texters must decide the most efficient set of words to include in their message in order to convey meaning. These activities are “pre-academic writing”, but nevertheless for some kids they are formative processes that can lead to more sophisticated composition skills.

Students can write and voice ideas in many different registers. It is often not “academic” writing in the sense that many teachers would consider. However, I think the kinds of real world applicability of student work in classes makes these new digital tools much more relevant for students beyond their schooling years.

I read a fascinating article that talked about the impact of micro-blogging on writing. The piece started talking about how everyone just assumed that when things like Twitter and Facebook began to become more prevalent we would see a decline in our society’s willingness to take the time to write. What the article went on to explain however, was that many people who blurt something out on these sites are also actually taking the time to digest what others are saying on the matter, collaborate or chat with the others who are talking about the same thing, and then in turn they feel more compelled to go on and take the time to compose a longer piece of writing – such as a blog post. I see a lot of truth to this idea. In essence, the micro-blog has become to some their pre-writing.

Teachers in the study say today’s students are expressing themselves more, and more often

Though most AP and NWP teachers who participated in the study do not characterize activities such as texting, tweeting, blogging or micro-blogging on social network sites as “writing” in the strictest sense, there is almost universal agreement among them that the digital ecology in which today’s teens live provides many more avenues for personal expression.  In addition, most agree that many forms of personal expression are more accessible to the average student than has been the case for past generations.  Ultimately, most of these teachers see their students expressing themselves in text (and other formats) more so than was the case when they themselves were in middle and high school.  Asked in focus groups, if students today simply write more, in sheer quantity, most participating AP and NWP teachers agree this is the case.

On whether today’s students write more than prior generations, AP and NWP teachers say…

Digital technologies provide many opportunities to practice writing through participation. Mobile technologies allow one to write, capture, edit, & publish while on the go, anytime, anywhere. Be it at a museum, walk through the old neighborhood, or on a wilderness hike. Writing is no longer limited to a designated time or location.

They enjoy writing.  When you talk to these kids, they like to write.  They don’t like to write when you tell them, ‘I want you to write this.’  But in fact they love to write, and when you look at what they’re writing, they’re talking about themselves and expressing themselves.  Maybe not well but they are speaking their minds, so they are, I think, exploring who they are and what they’re about and they’re reading what other people are writing and looking at, and exploring other people’s feelings and ideas.

The informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age.

The ease of accessibility brought via technology has opened the availability of writing opportunities for students today. Some devices have tempted students to write everything as if it were a text, but teacher focus on this issue can channel the text craze into more academic writing. I think like all technologies, there are good and bad points, but at least the thought processes of writing are taking place.

I think they’re writing more, more than ever, and I think they have a much more positive outlook on writing, not just because of the school…you have Facebook, you have email, you have Twitter…they’re writing constantly.

[other teacher]

92% of AP and NWP teachers surveyed describe writing assignments as “essential” to the formal learning process, and “writing effectively” tops their list of skills students need to be successful in life

The survey gauged AP and NWP teachers’ sense of the overall importance of incorporating writing into formal learning today, and asked them to rank the value of effective writing vis a vis other skills students may need to be successful in life.  The vast majority (92%) say the incorporation of writing assignments in formal learning is “essential,” with another 7% saying it is “important, but not essential.”  Only 11 teachers out of more than 2,000 describe the incorporation of writing assignments into formal learning as “only somewhat important” or “not important.”

These results are not surprising, given the large number of writing teachers in the sample and the focus on formal writing in much of the U.S. educational system.  But the high value placed on writing extends across AP and NWP teachers of all subjects.  While 99% of English teachers in the sample say that writing assignments are essential to the formal learning process, the same is true for 93% of history/social studies teachers, 86% of science teachers, and 78% of math teachers.

Asked to place a value on various skills today’s students may need in the future, “writing effectively” tops the list of essential skills, along with “judging the quality of information.” 10  Each of these skills is described as “essential” by 91% of AP and NWP teachers surveyed.  Again, while large majorities of teachers of all subjects respond this way, English teachers are slightly more likely than others to say that “writing effectively” is an “essential” skill for students’ future success.

Other skills relevant to the current digital culture also rank high as life skills, with large majorities of these teachers saying that “behaving responsibly online” (85%) and “understanding privacy issues surrounding online and digital content” (78%) are “essential” to students’ success later in life. Skills that fewer of these AP and NWP teachers view as essential for students’ success in life include “presenting themselves effectively in online social networking sites” and “working with audio, video, or graphic content.” Fewer than one in three AP and NWP teachers in the sample describes either of these skills as “essential” to their students’ futures, though pluralities do describe each of these skills “important, but not essential.”

Do AP and NWP teachers see continued value in longer writing assignments?

The tremendous value most AP and NWP teachers place on writing of all forms, and particularly “formal” writing, was reflected throughout focus group discussions.  For some AP and NWP teachers, the extent to which today’s middle and high school students engage in what many see as “informal” writing means that “formal” writing assignments are more critical than ever.  Moreover, many see tremendous value in longer writing assignments that require students to organize their thoughts and fully develop complex ideas (particularly because they often have to present ideas on standardized tests in this format).  They see longer, formal writing assignments as an important juxtaposition to the more informal and often more truncated styles of expression in which their students regularly engage.  Throughout focus groups, AP and NWP teachers expressed the belief that students must master all styles of writing in order to be successful across social domains and to communicate with different audiences.

On the value of longer writing assignments in the digital world, AP and NWP teachers say…

There is great purpose and value in teaching students to write long and formal texts. Again, there are a whole lot of ideas that simply cannot be reduced simply without serious distortion or reduction. Consequently, developing complex ideas and thinking often requires longer texts. Writing is a demonstration of thinking, after all. So the deeper and more complex the thinking, the more that is reflected in the writing. As for formal texts, academia certainly requires a greater level of formality but so does a lot of work in the political, legal, and commercial world. Formal writing is almost always a factor that can be used for exclusion. Inability to write formal texts potentially robs students of voice and power. Arguably more important is the ability to recognize and adjust to the context that is appropriate for a given purpose. So knowing when and how to write with greater formality is an essential skill.

The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will students to become better, more engaged citizens. The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.

To carry an idea out to see if it is “true” to the thinker or not, I think this is so important. I want students to grapple with the complexity of a subject, to see it from all sides by way of a formal written response. Further, I think breaking down that response into its finer parts help me to teach the components that would go into an extended response. An example of this would be a section of their packet simply titled, DEFINITION. Before going into their response, I ask my students to define their terms and to set their parameters for the paper, not only as a service to their readers, but as a guidepost for themselves.

Writing is thinking—and, quite honestly, I don’t think any of us fully knows what our writing is (will be) about until we write it. Writing develops our thoughts and allows us to grapple with the “whats” and the “whys” of life. In this respect, writing informal and formal texts serves as role playing exercises as much as they do anything else. It is practice in being critical, analytical, reflective, informative and so on. We’re shipping young people out into the world where they are going to have to buy a car, a lawn mower, a stove…and they are going to want to read informative reviews before they spend their money. Writing it allows us to become familiar with it–we may never write an informative review once we leave school, but some…many…will want to read reviews before they spend their own money on something. Beyond buying something, I want to emphasize “writing is thinking is role play for life” as a cross-curricular ideal that too often becomes buried as just an English class objective.

Long texts give students the opportunity to deeply analyze an idea. Longer texts are essential to articulate complex concepts and beliefs. Although not everyone will be asked to write a long academic paper for their jobs, the reflection that goes behind this type of writing is critical for everyone. The process of making thinking transparent and clear to others is essential to knowing the why behind the what. The notion of form al texts supports the idea of knowing how to communicate with various audiences. The more registers a person has in his or her arsenal, the more effective that person will be when communicating with a diverse group.

I think that there is value of having long and well organized thoughts about a topic. I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track. We must be able to write for an audience and provide evidence and delve deeply. I think there are also audience needs to be met when deciding on what level of formality we will write with so I see the value in teaching formal writing. People have to produce reports for colleagues and prospective business partners and college professors so this is obviously a skill that needs to be learned.

Writing is crucial across the curriculum. Good writing teachers teach students how to communicate a logical argument that is well-researched. At my school, I am impressed with the amount our English and history students write as well as the amount our science students write. The IB program does not have many multiple choice tests; therefore, students have to be good writers to perform well on IB exams… The IB program places such a heavy emphasis on communication that the students (and teachers) have adapted their definition to include anything that involves clearly stating ideas and explaining rationale.

While many focus group participants stressed the importance of learning to write in multiple styles—including more “formal” styles—and to write lengthier pieces on complex topics, other teachers questioned the “term paper mentality” and the tendency of some educators to equate length of assignment with complexity of thought.  Some AP and NWP teachers in the study debated the value of longer textual expression today, not just for students but for society as a whole. As many digital tools encourage shorter, more concise expression, these teachers questioned whether mastering more traditional writing styles will be critical for their students moving forward.  While these skills may be valued in standardized testing and in the college and university settings, there was some debate about how useful these skills are beyond those two arenas. Moreover, some teachers questioned whether lengthy writing assignments are the most effective format for teaching students specific writing skills.

Regardless of the length of a student’s writing, I think it is more important to teach students to develop their thoughts completely. If development of thought can come through length or formality then so be it. More important than length or formality would be for students to have a firm understanding about how to organize their ideas in such a way where they can effectively communicate their thoughts and ideas. I certainly don’t think that a teacher should only teach any one kind or length of writing, but the most often I hear the reason we should teach students to write lengthy formal essays is because that is the way they will have to write in high school, which in turn is how they will have to write in college. While I would say there can be value in getting a student dedicated to deeply investigating a certain topic through a longer writing assignment, I would never be willing to teach kids formal writing just because that is the way they do it in high school – there would have to be another purpose.

This almost starts to get at the “how many words should this be question.” I tend to find that when I say 500 words long, kids work to that end and stop. Sometimes they seem to like this better…it’s easy and sure. Usually, I say to make a plan and work to thoughtful response to the assignment and the feedback from their peers. This usually drives more from their thought process that my giving them a word count. Is this a formal text? Not really, but yes at the same time. I think many teachers panic when students deviate from the 5 paragraph essay that they know and understand. The belief seems to be that this serves their needs on the near future high stakes test that are demanded on students. I’m not sure that this serves them past this point.

I don’t think length is a point to pound home with any student. We need to look at the content of a students’ writing the most. If that means a paper has 8-10 pages to it, then so be it, but students need to learn how to sort out what is relevant and irrelevant details and information. Students need to produce well planned, thought out papers that get to the point.

• “Writing, Technology and Teens,” available at  https://www.pewresearch.org/internet/Reports/2008/Writing-Technology-and-Teens.aspx . ↩
• For more on the latter, see “How Teens Do Research in the Digital World,” available at  https://www.pewresearch.org/internet/Reports/2012/Student-Research.aspx ↩

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Sat / act prep online guides and tips, what's the standard high school curriculum you should take.

Coursework/GPA

Are you wondering what a typical high school curriculum looks like? Do you want to know what classes you'll be taking as a high school student?

Read this guide to learn about the standard high school curriculum, high school graduation requirements, and what classes colleges expect you to have taken.

How to Find Your School's Curriculum

This is a general guide to high school curricula. It was created by researching national education standards, as well as the curricula of high schools across the country. While the information below applies to many students , not all high schools teach the same courses, follow the same course sequence, or have the same curriculum requirements. Use this information as a guideline to research your own high school's curriculum more in-depth.

To find your own school's curriculum, talk to your academic adviser . You can also look on your school's website, searching for "graduation requirements", "course sequence" or something similar. Your high school's course catalog will also usually contain this information.

Which Subjects Should You Take More Rigorous Courses In?

In addition to explaining typical graduation requirements, each core subject in this guide includes ways to exceed basic requirements and strengthen your transcript . However, trying to go the extra mile in every subject can be exhausting and lead to you getting burned out. Because colleges appreciate depth more than breadth, concentrate on putting extra effort in the area(s) you plan to continue studying in college.

For example, if you plan on majoring in a STEM (science, technology, engineering, math) field, try to follow our guidelines for exceeding expectations in your math and science classes, and worry less about taking advanced courses in English and history (although still work to get solid grades in those courses). Similarly, if you plan on majoring in something like journalism, concentrate most of your effort on taking advanced English classes and additional English electives.

Also, if you are looking at attending a highly competitive college , know that most expect applicants to have taken honors or advanced classes if their school offers them, and most also require or highly recommend completing four years in each core subject (math, science, English, and social studies).

Standard High School Curriculum

Below is information on the typical classes a high school student will be expected to take, organized by subject. Each subject includes classes that are required to graduate high school, classes colleges expect students to have taken, and suggestions for ways to impress by going beyond these expectations.

Requirements:

• Four years of English are required to graduate high school.
• Freshman and Sophomore years: Classes during these years will be primarily focused on developing writing and critical reading skills.
• Junior year: This year will focus on American literature, as well as continued development of writing skills.
• Possible electives include British literature, creative writing, and world literature.
• Colleges will expect all high school graduates to have completed four years of English.

To Exceed Expectations:

• There are two AP English classes: English Language and Composition (usually taken junior year), and English Literature and Composition (usually taken senior year).
• There are three IB literature classes: Language A: Literature, Language A: Language and Literature, and Literature and Performance.
• Also consider taking additional English electives in areas that you're interested in, such as literature or writing.

• At least three years of math, including algebra and geometry, is required to graduate high school.
• Algebra 2/Trigonometry
• Pre-Calculus
• (Not all students start with Algebra 1, and not all students complete all the above courses or follow the above order exactly)
• Most colleges require three-four years of math for non-STEM majors, including algebra 1 and 2 and geometry.
• For STEM majors, most colleges require four years of math, sometimes including pre-calculus and calculus.
• Take four years of math.
• Take math at the highest level offered by your school, such as at an honors or AP level.
• There are three AP Math classes: Calculus AB, Calculus BC, and Statistics.
• There are four IB Math classes that cover roughly the same material but vary in difficulty and speed.
• Take pre-calculus and calculus, if possible.
• Take additional math-related electives such as statistics and computer math.

Requirements

• Two to three years of science, including biology and chemistry, is required to graduate high school.
• Freshman year: Biology
• Sophomore year: Chemistry
• Junior year: Physics or Earth Science
• Students who are more confident in their math and science skills typically take physics, while those who are not take earth science instead.
• Senior year: optional electives
• Potential electives include astronomy, environmental science, and human biology.
• Most colleges require two-three years of science for non-STEM majors.
• For STEM majors, most colleges require four years of science, including physics.
• Take four years of science.
• Take honors or accelerated classes your first three years.
• Take physics instead of earth science your junior year.
• AP science classes include: Biology, Chemistry, Physics (1,2, and C versions), and Environmental Science
• There are seven IB science classes: Biology, Chemistry, Physics, Computer Science, Design Technology, Environmental Systems and Societies, Sports, Education and Health Science
• You can also take more career-focused classes if your school offers them, such as job shadowing at a hospital.

Social Studies

• Three years of social studies, including US history, is often required to graduate high school.
• This can be a human geography course or another introductory social studies class.
• Sophomore year: World history
• Junior year: US History
• Possible electives include psychology, US government, and anthropology.
• Most colleges require completing at least two years of social studies, often including US history and World or European history classes.
• For students planning on majoring in a related field, such as political science or history, most colleges require they have completed four years of social studies.
• Take four years of social studies.
• AP options during these three years include Human Geography, World History, European History, and US History
• AP electives include Macroeconomics, Microeconomics, Psychology, US Government and Politics, and Comparative Government and Politics.
• IB classes for social studies are offered under the group entitled "Individuals and Societies".
• Ten classes are offered on varying subjects.

Foreign Language

• Foreign language requirements can vary greatly by school.
• Most high schools require students to complete one-two years of foreign language.
• Most colleges require one-two years of a foreign language, and highly competitive schools may require or recommend up to four years.
• Most high schools and colleges require that these credits all come from the same foreign language. For example, if your high school requires two years of foreign language, taking Spanish 1 and Spanish 2 will meet that requirement, but taking Spanish 1 and then switching to Italian 1 often won't.
• Take one foreign language all four years of high school, including AP level if possible.
• You may also want to consider taking a second foreign language.

Other Classes

These are classes that are not part of the core curriculum, but may still be a part of graduation requirements.

• Most high schools require students to complete a certain number of credits in order to graduate. Core requirements (such as those listed above) usually do not fill all these credits, so extra space in your schedule can be used to take electives.
• Electives can be regular, honors, or AP level.
• They can relate to a core subject, such as statistics, creative writing, and zoology, or not, such as choir, drawing, and woodworking.
• Many high schools require students to complete one-four years of physical education. This may be waived if you participate in a school sport.

How to Use This Information

Now that you know what the typical high school curriculum looks like, you can use this information to make more informed decisions about your own high school classes. Some actions to take include:

• Think about your course sequence early, ideally starting freshman year if possible.
• Reflect on your course choices each quarter or semester. Are you on track to graduate on time? Are you taking the classes you need to get into the colleges you want and the major you want? Talk to your academic adviser if you're not sure.
• Think about the subject areas where you want to exceed expectations and choose your classes accordingly. However, don't be afraid to drop to a lower level if you're having a lot of trouble with a particular class.

What's Next?

Wondering if you're taking enough challenging classes? Check out our guide to learn what a rigorous high school course load looks like .

Do you know what colleges look for on your transcript? Learn what a high school transcript is and why it's so important to colleges.

Want to get more detailed information about the classes you should take? Check out our guides to choosing classes for English , Math , Science , History , and Foreign Languages !

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Less is More: Shifting to a Trimester Schedule

Guest post by Britton Hart

We had a problem at Emporia High School—failure rates were going up but the time and money available to address student needs stayed the same. For several years, there had been a steady increase in economically disadvantaged and ELL populations. Our leadership team needed to find a solution using existing resources that helped us address the educational challenges of our evolving student population.

To meet these challenges, we decided to move from a traditional block schedule to a new trimester system for the 2016–17 school year. The trimester system has provided us a way to create a master schedule that better addresses the current needs of our students.

In general, a trimester system makes three significant changes to the master schedule. First is the way the school year isstructured. Instead of quarters or semesters, the school year is divided into three 12-week trimesters. Second, there is a reduction of the number of overall class periods. Trimester schedules usually run five class periods that meet every day; block schedules run eight classes (four classes per day that meet every other day) for one semester. Third, the trimester schedule offers varying course lengths. Typically, core classes are two trimesters, or 24 weeks; electives are one trimester, or 12 weeks; and some special classes such as AP and music, are all three trimesters, or 36 weeks.

Benefits of a Trimester Schedule

The trimester schedule has numerous advantages for our students and staff. The first, and perhaps most important, benefit is increased instructional time. Look at this comparison of our previous block schedule and the new trimester schedule for a core class:

YEARLONG CLASS CONTENT (ALGEBRA I)

Despite meeting for only 24 weeks, the trimester adds an additional 31 classes and 21 instructional hours, which is a substantial increase. This extra time has provided our students more frequent interaction with their core teachers, which was a struggle for us with our block schedule. Another benefit of the trimester schedule is that it has allowed us to embed academic interventions within the school day as part of our RTI process. Intervention takes place during the last 20 minutes of the block twice a week.

Other benefits of the trimester schedule:

• Students are able to focus on fewer core classes at a time (three or less).
• Students can repeat a class in the next trimester if needed.
• Students can maintain sport participation eligibility each of the three trimesters versus just two semesters. Eligibility mirrors the seasonal schedule for sports and other activities.
• Teachers have fewer students and classes to manage at one time.

Challenges of Switching to a Trimester Schedule

As we considered making the switch to a trimester schedule starting back in 2012, we faced a number of challenges; one of the most significant was trying to overhaul our scheduling program. We use Powerschool to schedule all of our classes, and it took a tremendous amount of time to ensure the new schedule accommodated all of the students’ requests. Another challenge was getting staff buy-in and changing their mindset. Teachers had to overhaul course curriculums to fit the trimester system, requiring some classes to add instructional content and others to trim material. We devoted many professional development hours and in-service days to support this transition.

Results and Future Direction 

The second trimester is nearly complete, and our preliminary data indicates positive results. After the first trimester, we have already seen a reduction in failure rates and we look forward to seeing if this trend continues for the second trimester. Students and staff have been largely positive about the switch and see many benefits to it. The trimester schedule has allowed our students to focus more intently on fewer subjects and has provided students and staff needed time for academic interventions. At EHS, we are doing “more with less” thanks to a trimester schedule.

Could a trimester schedule improve your school’s capacity to meet student needs?

To learn more about trimester schedules, visit Mark Westerburg’s website, School Improvement Using the 3 x 5 Trimester Schedule .

Britton Hart is the 2016 Kansas Principal of the Year. He is completing his 17th year in education, with 12 of those years serving as a building principal and athletic director at the high school level. He is most comfortable working in diverse, high-poverty schools supporting positive change to close the achievement gap for all students.

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What is the Difference Between Quarters, Semesters, and Trimesters?

By Brianna Burrows

The USA has plentiful choices for advancing your education at an  American university . While many schools might offer the same program, some schools may be on different academic calendars, affecting the number of courses you take each session.  Schools in America  break up the academic year into various lengths of time. The academic calendar systems used in the U.S. are the quarter system, semester system, and trimester system. 

WHAT IS A QUARTER?

A quarter system divides the academic year into four sessions: fall, winter, spring, and summer. Generally, colleges in the USA do not require a summer session, but you can use it to complete classes that were not offered during the other sessions or complete your degree in advance. With a quarter system, each session lasts approximately ten weeks. Each quarter, you can take three or four classes, depending on how many credits each class is. Generally, the school year for an American university starts at the end of September and finishes in June. Quarter systems are most commonly used at colleges offering associate’s degrees - primarily community college.

As a quarter is only ten weeks long, the intensity of your classes may be higher than if you were to take those same classes over a semester or trimester. Although the difficulty of the coursework and exams you are given may be the same, the amount of work you will have to do will be quite a bit more. Having to fit nearly 15 weeks' worth of work into ten weeks will require a bit of extra effort on your end. On the bright side, having fewer classes to focus on at one time can alleviate the confusion of juggling multiple tasks at once. 

How to Make The Most of The Quarter System

1. Balance your classes

Have you ever been overwhelmed because you had too much work to do? Quarter systems can provide you with flexibility in the classes you take and make even the most challenging courses more manageable. If you take the most demanding courses all at once, you’ll find yourself stressed, overworked, and overwhelmed by the amount of work you’ll have to do. Combining difficult classes with more manageable electives has proven to be one way of reducing the overall strain that quarter systems may create. This will give you more time to focus on the most critical tasks, and depending on which electives you take (art, sports, etc.), even give you scheduled time to take a break doing something you enjoy. 

2. Make connections

Studying in a quarter system at an American university can provide you with some of the most rewarding networking experiences of your academic journey. In semester systems, in particular, the students you’re placed with will be the same students you will see for the majority of your time at university. As semesters are longer, and the following courses are all meant to be taken one after another, the chances of connecting with new people are much slimmer. Quarters will have you grouped with new students, professors, and faculty every ten weeks on the other end of the spectrum. Factor in the number of electives you will take, and the types of students you’ll come across will span all sorts of different majors and degrees. This is the perfect time for you to build a network of friends, career connections and maybe even score a few recommendations from professors. As important as your classes are, the relationships you make outside of them can be just as rewarding. 

3. Try something new

Have you ever wanted to try your hand at martial arts? There’s an elective for that. Have you ever heard someone play an instrument and thought to yourself, “I wish I could have learned how to play that,” well it’s not too late!  Colleges in the USA  provide electives for just about everything under the sun. College is a time to learn about yourself and maybe even pick up an extra skill or two. Studying in a quarter system at an American university, you will have plenty of opportunities to experience classes that you may otherwise not have taken. Finding the right balance between work and play can make even the most stressful times a little more enjoyable. 

WHAT IS A SEMESTER?

A semester system divides the academic year into two sessions: fall and spring. Each session is approximately 15 weeks long, with a winter break between the fall and spring sessions and a summer break after the spring session. Each semester you can take four to six classes depending on how many credits each class is. About 90% of colleges in the USA run on the semester system, making it the most common type of academic schedule in higher education. 

Students who thrive in a semester system are those who prefer a slower, less demanding pace. A semester will cover the same amount of material as a quarter but spread out over 15 weeks instead of 10. Many times, classes are split into an alternating schedule. Depending on how you set your schedule up, you could have three classes one day, two the next, and three again the day after. As it’s much easier to get distracted in this setting, building responsible habits and staying on top of your due dates is crucial to your success in an American university.

How to Make the Most of the Semester System

1. Build a structured schedule

It’s easy to lose focus when you’re only required to submit a few assignments a week, and exams seem to be weeks away. With a lot more free time, filling your schedule with activities will ensure you’re staying productive and making the most of your study abroad. Setting aside specific time slots during your time at an American university, whether it be to study for classes, do assignments, or even watch an episode of the newest Netflix show will make sure you’re keeping your priorities in check, and will help you be prepared when things get busy. *We highly recommend getting a calendar or notebook to keep track of everything* 

2. Get involved

The extra free time that semester systems provide can allow you to get involved around campus or in your local communities. Participating in school clubs or attending events can lead to great networking opportunities and ultimately make you a more appealing candidate after graduation. Some of the best universities in the USA generally have a database of all their school's clubs and organizations. News flash, there’s a lot. Whatever your interests may be, your American university probably has something similar. School clubs can even be an excellent resource for making new friends that share similar interests. 

3. Explore opportunities outside of school 

Depending on the type of student visa you have, you may be eligible to  work while you study abroad . Staying busy through work can be a great way to help you stay productive during the slow grind of a long semester - it can also give you a little extra money to hold on to for a rainy day. More importantly, finding internship opportunities while you’re in school can help you gain valuable experience in your industry under the guidance of industry experts. Combining your studies at an American university with real-world experience can set you apart from your peers and give you insights into what you want to do in the future. 

WHAT IS A TRIMESTER?

A trimester system divides the academic year into three sessions: fall, winter, and spring. Each trimester is approximately 12-13 weeks long. Each trimester you can take three to four classes depending on how many credits each class is. Many U.S. high school programs using the trimester system offer a summer session which is more closely related to the quarter system. 

In the USA, many middle schools and high schools use the trimester system. In contrast, most higher education institutions use semesters - that’s not to say there aren’t some colleges in the USA that use the trimester system. Studying in a trimester system strikes a happy middle ground between quarters and semesters. You benefit from attending classes frequently, switching classes often (relative to semesters), and more personal instruction from instructors as you would in a quarter system. Not quite the sprint of a quarter, however, trimesters last 2-3 weeks longer than quarters giving you more time to prepare for big assignments or exams. 

Understanding each academic calendar can help students better understand what their academic school year will be like in terms of course load. There’s a lot that goes into choosing the calendar system that’s right for you. Understanding how you work best, the opportunities you’d like to pursue, and the lifestyle you want to live can help choose the calendar system that will allow you to be your best. Regardless of which academic calendar your school uses, the end goal is the same: to graduate and receive your degree from an American university. 

Brianna Burrows

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Semester Grade Calculator

What grade do i need to pass, how can i improve my grades>, how to use the semester grade calculator 🎓, grade average calculator in practice.

Is the end of semester is coming? Brace yourself with the semester grade calculator. The tool determines your semester grade 📚 based on your performance . You can also estimate your detailed performance with our test grade calculator .

If the question is "What grade do I need in my finals to pass?" , this grade average calculator will also answer it. The article below contains some tips on how to get through your midterms, how this final calculator works, and, finally, a practical example of how to use it.

Prefer watching rather than reading? We made a video for you! Check it out below:

Grades don't matter in the real world, and they don't define you as a person. It's true! Still, finishing school is an important step in getting the job of your dreams, and getting a positive grade is crucial. And don't forget that, in college, better grades may mean you pay off your student loan quicker (see how with our student loan calculator ) 👩‍🎓

With this grade average calculator, you can plan your work for the whole semester . Not only that! Imagine, it's midterm time, you're just before your finals, and you'd like to know how many points you need to get a particular final grade. Nothing could be easier with this final calculator - just put in your results so far, the weights of each quarter, and the final grade you want into the calculator.

There are many techniques that can improve your results at school. Here we go through some of them.

• Organize your time . You can use the Pomodoro technique calculator to better plan your free time.
• Pay attention to classes . It'll reduce the time you spend trying to learn the topic at home.
• Give some extra time towards the topics you're not the best at . Focus on the subjects you've been struggling with.
• Don't let yourself be distracted 📵 by social media and TV. There's nothing wrong with watching one episode in the evening - just be careful - don't let it become a binge-watch.
• Improve your studying style . Maybe you prefer to take notes with a lot of graphs? Or watch youtube videos with explanations? Or perhaps what you need is to explain everything you learn in your own words? Try them out and find what suits you best.
• Ask friends for help or hire a private tutor . Sometimes you simply need more time to understand some topics. Don't be afraid to ask for help!

All of the above are just suggestions. If you feel you need extra help, search the Internet or ask your teachers at school.

In this midterm calculator, you need to input a couple of values:

• Your grade from the first quarter and the percent of the whole semester's grade it represents.
• Your second quarter's outcome along with its weight.
• Your final exam results with, once again, what part of the total semester grade it makes up.

Suppose you ask yourself, "What grade do I need to finish the semester with X grade" , use the semester grade calculator backward . By that, we mean that you input, just like above, 1. and 2., and after that you fill in your semester grade goal and its weight. And the desired final grade appears!

What's theory without practice? The saying is well known everywhere except schools. Yet, we'll work on an example to describe the use of this semester grade calculator.

Elizabeth is a 7th-grade student, and her first semester went pretty well. She got 70% in the first quarter, which is 40% of her semester grade. The second quarter was a bit harder, and she got 65%, but it's only 30% of the grade. Elizabeth would like to know her semester grade before the official information from her teacher. From the final exam, she got 80%. Its weight is, of course: 100% - 40% - 30% = 30%

Semester grade = 70% * 0.4 + 65% * 0.3 + 80 * 0.3

Semester grade = 71.5%

Her semester grade is 71.5%. She did well in her finals and managed to bring up her grade. Good job!

How do I calculate the weighted grade for a class?

To calculate the weighted grade for a class:

• Gather all your grades so far and their weights (the percentage each grade comprises of the whole semester).
• Multiply each grade by its weight. Remember, that if the weight is a percentage (i.e., 10%, 30%, 50%...) you’ll need to express each multiplicand as its decimal equivalent (i.e., 0.1, 0.3, 0.5…).
• Sum the products that from Step 2. This represents your weighted grade: Weighted grade = (Grade 1 × Weight 1) + (Grade 2 × Weight 2) + (Grade 3 × Weight 3) + …

How do I calculate my semester grade?

To illustrate how to calculate your semester grade, let’s use an example. Imagine that your grades are 65%, 70%, and 75% for each term:

• Multiply your first term's grade by the percent of the whole semester's grade it represents (weight): 65% × 0.3 = 19.5%
• Similarly, multiply your second semester's grade by its weight: 70% × 0.4 = 28%
• Repeat again by multiplying your final exam grade by its weight: 75% × 0.3 = 22.5%
• Finally, sum all these values to calculate your semester grade: Semester grade = 19.5% + 28% + 22.5% = 70%

How do I calculate what final exam grade I need?

To calculate what final exam grade you need, find your current grades and the semester grade that you’d like to achieve:

• Multiply your current grades by their weights and sum them to get your Current grade .
• From your desired semester grade, subtract the previous value: Semester grade - Current grade = Final exam weighted This represents your weighted final exam grade needed to get your chosen grade.
• Divide the previous value by the weight of the final exam: Final exam grade = Final exam total / Final exam weight

How do I average two grades from a semester?

To average two grades from a semester:

• Multiply each grade by the percentage of the whole semester’s grade they represent (weight): (Grade 1 × Weight 1) + (Grade 2 × Weight 2)
• Divide this by the sum of the weights: Average = ((Grade 1 × Weight 1) + (Grade 2 × Weight 2)) / (Weight 1 + Weight 2)
• That’s it! Now you know how to average two grades.
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14 Differences between High School and College

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What’s Covered:

• Academic Differences
• Social Differences
• How to Find the Best College for You

For many, college means transition. Most students who start their new lives as recent high school graduates find themselves in a bit of a limbo state. They’re technically adults, but many are still financially dependent on their parents. (And during the pandemic, they could well still be living with them every day, too.) For some, it’s the first time being away from home for a long period of time. 

There’s no doubt starting college requires adjustment. You probably know that it’s not going to look the same as high school, in terms of your academics, social sphere, and many other aspects of your life. Just what will be different? Here are some of the main distinctions.

1. You have more freedom in choosing your classes (and greater variety).

You’ve probably wondered from time to time why it’s so important for you to take algebra or chemistry or world history. Here’s the good news: when you get to college, you’ll have much more leeway when it comes to choosing your courses. You’ll be able to declare a major and study a field you think you might want to pursue as a career. And you won’t have to spend much time on disciplines you dislike.

That doesn’t mean you won’t have any requirements. Many colleges have distribution requirements, meaning you’ll have to take a certain number of courses in other specified disciplines. Most majors have specific courses or general areas of courses you must take, too. And some colleges have core requirements, meaning all students are required to take specific classes as a term of their degree completion. But even the schools with the strictest requirements still tend to have far fewer than your high school curriculum.

If you really want to direct your own learning and have the fewest requirements possible, you may like open curriculum schools . These schools have no required courses, other than your major requirements and usually a writing seminar.

2. You’ll spend less time in class but likely more time studying.

Typically, a full-time college student takes about 15 credits per semester, with one credit equalling an hour of class time per week. That means you’ll only be in class for 15 hours per week, or an average of three hours per weekday. Some days, you may not have any classes at all.

That’s a far cry from high school, which you’ll usually attend for 6-7 hours per day. But don’t get too excited — you’ll also need to invest a lot more time studying and working on coursework outside of class than you did previously, given the rigor of these higher-level courses.

3. It may be surprisingly hard to wake up for that 9 am college class.

You may have found it difficult to get up in the morning in high school, but you probably had your parents telling you you had to. Plus, you had more structure in general. Even though young adults need less sleep than teenagers, according to the Sleep Foundation , the lack of rules and more freedom to make your own choices can make it difficult to get up for classes, even when they start later than your high school classes did.

It’s important to set rules for yourself about waking up on time and attending classes. This is critical for your own growth, as well as your grades. You could try to avoid early morning classes if you know you’re not a morning person, but don’t let the scheduling stop you from taking classes that interest you.

4. Classes may be longer but are usually less frequent.

In high school, your classes were probably around an hour, but you had them 4-5 times per week. In college, be prepared for long, less frequent classes. It’s not uncommon to see courses that meet once a week for three hours. Or, you might have classes that occur twice a week for an hour and a half per session (some subjects do meet more frequently and for less time, though).

You may find it difficult to sustain your attention for that long, so you should experiment with different methods to keep yourself alert. You’ll also need to put in the time to keep the content fresh during your days off from the course since you’ll have your classes less frequently.

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5. Attendance isn’t necessarily mandatory (but you should still go).

You probably won’t have instructors taking attendance, especially in your large lectures. This won’t necessarily always be the case though, particularly in smaller seminars; you may be given a certain number of absences before they begin to affect your grade because your presence is integral to the structure of the course.

Don’t use lack of attendance accountability as a reason not to go, however. For one, it will impact your grade, even if not directly — you’re missing out on learning the material, some of which may not be found in your textbook or LMS. You’re also wasting money, whether or not you’re paying full freight.

6. There are fewer assignments, but they matter a lot more.

Instead of frequent essays, quizzes, and tests, you may only have a handful of assignments per course during the semester. For example, in a math course, you could only have two midterms and a heavily-weighted final, while in a literature course, you might have three or four papers that comprise the majority of your grade.

Because it can be difficult to gauge an instructor’s expectations early on, and many freshmen have trouble adjusting to the new level of academic rigor, some professors will drop your lowest grade on equally-weighted assignments. This will give you a chance to make up your grade with other assignments. It’s also a good idea to visit instructors (virtually or in-person) during their office hours to get more guidance and ask questions.

7. It may be harder to get a 4.0.

You may have been #1 in your high school class, but when you get to college, you’ll be learning alongside hundreds or thousands of other excellent students, many of who also earned 4.0s. This will serve as a rude awakening for some, who are used to being the best in the class. And, because there’s no extra credit for advanced classes, you could dip below a 4.0 for earning a couple of A-’s and B+’s. That’s okay! It’s extraordinarily difficult to earn a 4.0 in college, especially if you’re attending a highly rigorous one.

8. It’s even more important to build relationships with instructors.

Developing strong relationships with teachers was important in high school for several reasons, including the fact that they’re the ones to write your college recommendation letters . In college, it’s even more critical to get to know your instructors.

For one, if you apply to graduate school or for fellowships, you’ll need faculty recommendations. Even you don’t, faculty can serve as lifelong mentors to previous students. And research shows that having an encouraging mentor increases your chances of engagement and success in work and life.

9. You will need to seek help on your own.

In high school, you may have had teachers reach out to you when you were struggling. But in college, you’ll need to be proactive about reaching out for help on your own. Sure, some professors might notice that you’re having trouble, especially in small classes, but usually, you’ll need to be the one to make the effort, whether that means going to office hours, emailing a question, or setting up a separate time to talk.

The good news is that many instructors will readily help you when you ask. They may even look more favorably upon you for being proactive and acknowledging that you need support. This is also a good way to share reasons why you’re having trouble, such as extra pandemic-related responsibilities at home. Your professor could be more willing to cut you some slack once they understand.

Social Life

1. you’ll have greater independence living away from home..

True, some students commute. But if you live on-campus, you’ll enjoy plenty of newfound independence, from what you eat to when you go to bed. 

Be careful, though. You’ll likely find that you’ll need some kind of structure in your life, and it will have to be self-imposed — no one else is setting limits for you. An alarm is your friend. So is a schedule. Plus, you’ll also be responsible for doing more chores, such as laundry and cleaning.

2. There will be frequent events.

From speakers to club meetings and events to parties to concerts, there will be plenty to do on campus. While you may not have had to scramble to find ways to spend your time in high school, in many cases, there will be far more options in college.

3. You won’t have to travel far to see your friends.

Some of them might live in your dorm — or even be your roommates! Even those who don’t live in your building will be closeby, and you’ll share meals, activities, and more with them.

4. You’ll have more options for clubs and organizations to join.

Many colleges and organizations have clubs and organizations for practically any interest: arts, sports, religion, politics, activism, journalism, cultural heritage, and much more. And if you can’t find the club you’re looking for, you may even have the option of starting it yourself.

5. You’ll need to remind yourself to take time to enjoy yourself sometimes.

College is hard. With all the work you have to do, it can be easy to get caught up in studying. Of course, you should study — but don’t forget to enjoy yourself, too. College goes by quickly, and you don’t want to miss out on a great experience.

How to Find the Best-Fit College

Adjusting to college takes time and effort, but it helps if you find the right fit school for you. This depends on numerous factors, such as size, location, and the availability of your unique program.

Once you find the perfect fit, how do you know if you have a good chance of getting in? CollegeVine’s free chancing engine will estimate your real odds of admission to hundreds of colleges and universities all over the country — and offer tips to improve your profile. Give it a try to streamline your college strategy!

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High School Scheduling Options: 8 Effective Organizational Options

June 29th, 2022

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Marla Stewart, M.Ed.

Enterprise Support Analyst 2

The organization of a high school class schedule establishes the framework for students and teachers to interact with each other and the curriculum. The schedule includes the different courses available for students and outlines the days of the week and periods of day that a student may enroll in a subject.

Understanding the Significance of High School Scheduling Options

High schools construct their class time slot options in several ways to give students choices for meeting graduation requirements while also offering valuable career preparation, elective and recreational courses. The school’s bell schedule stipulates how many different class periods a student has and the time allotted for each class.

It is essential that a student’s schedule is arranged properly to ensure that they have the opportunity to earn the credits they need to complete the graduation requirements. Class options also play an important role in encouraging students’ interests. Districts are frequently looking for ways to offer more options for students while granting them the support they need to complete course requirements.

Best High School Scheduling Options

Below are some popular high school scheduling styles:

1. Standard Periods

In a classic bell schedule, five to eight class periods of 40 to 60 minutes are distributed evenly throughout the day. Each class period is generally the same length, and students attend all their classes daily. It is the conventional bell schedule for many schools and has the benefit of providing students with much needed consistency.

2. Standard Rotating Periods

A standard rotating bell schedule is similar to standard periods in many ways. Students attend all of their classes every day, and each class is usually the same duration. However, instead of each class period gathering at the same time period every day, each class rotates down the class period list. To illustrate, if Jorge attends Language Arts during the first period on Monday, he will attend Language Arts during the second period on Tuesday, and third period on Wednesday. The class periods will continue that pattern each day during the week, with the course at the bottom rising to first period the next day.

The schedule often ends each day with a Flex Period. On Mondays, this flex period is often used as a Consulting Period (although its purpose fluctuates based on necessity).

The benefit of a rotating, standard schedule is that students often enjoy the variety in their timetable each day, which breaks up the monotony of a basic bell schedule. This system can often reduce behavioral issues for classes, such as those that occur after lunch in a regular schedule. Also, it benefits students who must be absent frequently for extracurricular activities as they are not consistently missing the same class and falling further and further behind.

3. 4×4 Square Block

Students in a 4×4 block schedule take four courses per semester, encompassing a full year's curriculum. Students then rotate to a new set of four courses each semester, taking up to eight courses per year. Each block generally lasts 80-100 minutes, allowing teachers to cover more content in a single class period. They typically teach three blocks per day, with a fourth block dedicated to planning.

A 4×4 schedule grants teachers and students fewer courses per day, providing increased focus.

4. A/B Blocking

An A/B block schedule is comparable to a 4x4 block schedule, except students alternate between two block timetables every day. Students may, for example, attend blocks 1, 2, 3, and 4 on A days and blocks 5, 6, 7, and 8 on B days.

Courses run for the entire school year, giving learners and educators more time during class to elaborate and collaborate on various activities to strengthen student growth. Each block, like 4x4, typically lasts 80-100 minutes. Because there are only five days in a school week, an A/B schedule usually comprises two weeks, with week one being A, B, A, B, A (“A” Week) and week two being B, A, B, A, B (“B” Week).

Some benefits of this school schedule include:

Educators have fewer classes per day.

Students have a day between classes to finish homework.

5. Rotating Blocks

This scheduling style is essentially a combination of the Standard Rotating Periods style and the 4X4 Square Block style. Students in a rotating block schedule take four courses per semester, spanning a full year's curriculum. Students then rotate to a new set of four courses each semester, with students taking up to eight courses per year. Each block is typically 80-100 minutes long, and kids attend each class every day, but each class meets at a different period every day.

For example, Amelia's Block 1 class will meet at 7:30 on Monday, 9:05 on Tuesday, 11:50 on Wednesday, and throughout the week. This has the qualities of the block model, with longer class periods to cover more content in a single class period, as well as the benefits of variety associated with the rotating schedule.

6. 2:3 Block: Standard Period Schedule

This schedule is the standard bell program, but with a few changes. Students alternate A/B block timetables two days a week while the other three days are conventional periods of equal length. Every teacher has an extended period once a week to accommodate initiatives, labs, and other activities that become logistically difficult in shorter periods.

The benefit of this type of schedule is that it combines those of both standard and block timetables.

7. 4:1 Modified Block: Standard Period Schedule

Teachers in a modified fixed schedule have a hybrid A/B block timetable four days a week (Monday through Thursday) and standard class period day on Fridays. For example, on Mondays and Wednesdays, students attend Blocks 1-4. On Tuesdays and Thursdays, they attend Blocks 5-8, with a flex duration between morning and early afternoon blocks and a conventional 8-period day on Fridays.

The schedule offers both a dependable standard schedule one day a week and the modified block twice a week for educators to go more into detail about the teaching materials.

8. Efficient Block

Teachers on a rigorous block schedule take one to three classes a trimester for shorter focused periods of time ranging from several weeks to 2-3 months. Instead of the conventional two semesters, students can take more classes throughout the year while also having more time to focus daily on each subject due to longer class periods each day.

This also allows students to retake a course without queuing an entire semester or year. This is especially useful when students do not pass a graduation-mandated class the first time, as it prevents them from falling significantly behind or having to attend summer school.

The Bottom Line

There are numerous options for scheduling daily and weekly instruction times for high schools, including those with shorter or longer class sessions, block frames, flex time frames, and more. Understanding the school district’s policies, resources, and the needs of teachers and students will help make the best scheduling choice.

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Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

How many college classes should I take per semester?

You usually need to take at least 12 credit hours per semester to qualify as a full-time college student. Twelve credit hours usually translates to four courses worth three credits a piece. Some students take more than 12 credit hours a semester. The number of classes you take per semester depends on the course plan you've mapped out to earn your degree and any elective classes you decide to attend.

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