Talking about the AP exams in particular _improves_ time spent. You're sitting in class anyway, might as well get college credit for it. Getting a good grade there means you _won't_ have to take an equivalent course in college, most of the time. And that time in college is _truly_ free, rather than stuck in study hall, or within a boring suburb
And, in my limited experience, a high school teacher getting 10-30 kids ready for an AP exam is way better than sitting in a lecture hall with 300 premed weedouts.
In my (also naturally limited) experience, the quality of the teacher may or may not be higher in high school AP classes, but the rigor of the classes is typically higher at a reputable university.
In particular (and relevant to your username!) I have to say that while my own high school AP calculus teacher was truly excellent, the AP calculus standards were markedly lower than the standards of the calculus sequence I TA'd at two universities.
I think he dismisses the fact that higher ranked schools will provide more opportunities. Those opportunities disproportionately affect your possible impact as well.
I went to a good, local engineering college that was respected in my metro area, but otherwise relatively unknown. It made it difficult to find a job on the early 2000s.
I did a masters at night after work at a well known state school (different metro area) and had FAANG recruiters all over the place.
I don’t know if a High School student can really prepare for selecting the “right” school, but a high quality college education is only one part of the equation. Connections and opportunities are equally, if not more important.
How cute! A university sophomore getting his first taste of feeling "grown-up".
Obviously, this is just a very first hint, because being "grown-up" is not something that ever actually happens.
But it is cute, and sentimental, to read a young person's first impression of this experience.
Get used to it, you'll keep having ever advancing feelings like this for the rest of your life. At least, if you are the type that chooses to keep growing.
It'll take a few more years before another new stage, where you realize, those high school students aren't listening to you 8-)
After all, did you listen when you were in high school? No...
Just get used to it now, because you'll spend the rest of your life trying to backport the lessons you've learned through hard experience, back to those younger than you. Until you realize, they aren't listening 8-)
Then you'll have a choice, shut up and ignore them, or keep trying to get them to listen.
That's all ahead, but of course, you're not listening...
I agree that US K-12 education and college admissions have big problems, but I don't understand this argument:
> Compared to me at Mines, an undergraduate with the same major at MIT will enjoy a much-improved networking profile which will probably lead to a higher-paying job. They'll also have more research opportunities, [...] But if earning these benefits equates to spending class time and free time on increasing numbers rather than learning, it all becomes very difficult to justify.
OK, for the sake of argument[1], let's say that it's a choice between playing to the metrics vs. learning.
And, OK, for the sake of argument, that might mean the difference between going MIT vs. going to Colorado School of Mines.
With those givens, how is playing to the metrics difficult to justify?
[1] FWIW, my impression is that MIT incoming undergrads tend to have done both: hit the metrics, and learned.
How about skip all of it? I did, and I treasure my almost unique experience. I turn 59 today and I still draw strength from certain facts:
- when I was 12 I led a breakout from summer camp
- when I was 14 I left home
- when I was 16 I quit school
- I became an emancipated minor at 17
I never enrolled in university. My education comes from being interested in things. I supported myself by having a useful skill— making computers do things.
I’m sure if I had gone to school I’d be telling you about how that helped me. Everyone justifies their own origin story. My story is not really about alternative education— it’s about how the real precious thing is agency. The feeling of self-efficacy.
The sooner you begin to understand that your life is your OWN work of art, the less life you will waste on other people’s business.
I don't think that clear at all at 20. Yes the numbers are mostly meaningless, but there is a lot of value knowing what it means to study, work hard, and care about something.
I generally agree that SATs and APs lose meaning once the college enrollment is behind you, though I was asked for my SAT scores by my third employer (D. E. Shaw & Co.). I had to check twice with the recruiter to be sure I’d heard her correctly that she wanted my SAT score from a decade ago. (She did.)
Probably not unrelated: DESCO was also the single highest density of talent that I’ve ever experienced post-graduation.
Seems like exactly the wrong time to be sharing something like this with him. Assuming he put any effort at all into studying for the test, it’s easy to read this as saying that effort was wasted. You don’t want to be demotivating him just before one of the most important tests of his life.
Teenagers feel things intensely. I couldn’t stand the feeling of being in my prime and being condemned to those meaningless classes in the rooms with kids I didn’t care to know.
Maybe the stress inoculated me to worse stress later in my life, or something.
