During the registration cycle decisions that your child makes have both immediate and long-range implications in terms of the options and opportunities that will be available to them while attending Dulaney and in the years following graduation. Foremost in your mind is one simple question, "What's best for my child?" You play a vital role during this period of time by engaging your child in discussion, by posing questions, and by skillfully guiding them to consider a variety of options and opportunities. As you involve yourself in this process, please consider these questions.

A rigorous academic program is the "key" that opens the doors to options and opportunities. What factors should my child consider?
Our primary goal is to provide every student with the most challenging, rigorous, and rewarding academic program that will enable him/her to achieve success and their dreams. Employers and colleges continually report to us that the courses and grades displayed on a student's high school transcript provide them with insightful information that have a significant impact on their final decision to hire or accept a student. Demonstrating a willingness to accept and succeed at an increased level of challenge speaks to one's character and values - persistence, perseverance, initiative, resiliency.

Often, questions arise regarding the difference among levels of course offerings (i.e. college preparatory, honors, GT, AP). It's important to note that any of the levels will prepare your son or daughter for college. However, it's also important to understand that there are three primary factors that distinguish one level from another - depth of content, pacing of instruction, and quantity of work expected and required. Our graduates have shown that pursuing the most rigorous level of course translates into higher SAT scores, access to better colleges and universities, and greater success in college. Capability and initiative are two critical variables that determine student success. As students mature, their "potential" (i.e. willingness, desire, capability) to assume more responsibility increases. A student's grades most often are a significant indicator of his/her level of commitment and possible success at the next level of rigor. In addition, these are some of the behaviors that are consistently demonstrated by students who have committed to rigor and succeeded at greater levels of rigor:
• Reading and comprehension that is efficient and effective. Reading has become habitual.
• Significant daily preparation outside the classroom
• Completing of assignments independently instead of being continually guided
• Persisting and persevering when solving problems
• Resiliency when facing obstacles and impediments
• Using an appropriate level of vocabulary
• Demonstrating initiative by actively participating in class activities
• Writing which is coherent, logical, and unified with adequate supporting details.

There are certainly other behaviors that you could add to this list and it is recognized that no individual practices all of these behaviors to the same degree each day. Your child's teachers and counselor can provide you with insights, advice, and counsel based on their observations of your child's performance. College level work is available at Dulaney through AP courses, college courses offered on our campus, or parallel enrollment at a local college or university. Finally, a formal internship where students can apply their knowledge and skills in a real work setting is an excellent way for a student to demonstrate his/her level of commitment to quality performance and develop skills that help him/her prepare for the rigors of post-secondary education. In an increasingly competitive world, businesses and universities are often looking for that "something" that distinguishes student A from student B. The bottom line: explore your options and seek the counsel of our staff.

How does my child balance his/her pursuit of rigor and academic success with maintaining good physical and mental health?
Recognizing that each child is different, parents and students should consider several factors. As students move from grade to grade, they should consider taking more rigorous coursework in one or two areas of strength and/or interest, while gradually increasing the number of courses and the level of rigor. Students should consider forming study groups as a way to share common experiences, learn from each other, and share the burden. Generally, our students who are active in extracurricular activities perform better academically. They learn to organize and manage their time, while seeking enjoyment, camaraderie, relaxing, developing and refining their skills. By participating, they demonstrate to perspective employers and colleges that they can manage multiple tasks and priorities while developing new interests and abilities. Finally, after-school jobs may help a student develop his/her skills and a sense of independence. Once again, seek the advice and counsel of our staff for help in determining what fits best for your child.

What does Career Pathways provide for my child?
Career Pathways is an opportunity for students to design their education plan that focuses their efforts toward their preferred future by choosing from one of five pathways (e.g. business technology, engineering and technology, health and biosciences, communication and fine arts, or liberal arts). It's their choice. There is no right or wrong answer, no good or bad choice. Selection of a pathway is not a life-long commitment to a specific career, rather it is an opportunity to explore interests and skills, explore career options, and identify fruitful possibilities for one's life work during four years at Dulaney. In choosing a pathway, your child should consider his/her interests; aptitudes; results from interest/aptitude inventories; information/advice from parents, family, teachers, and counselors; and work experiences. Beginning in a student's sophomore year, we are asking a student to choose a "school," complete four credits in the "school" of his/her choice, and participate in at least one related activity in the pathway (e.g. club, job shadowing, internship). If your child finds that his/her interests change, he/she is encouraged to change pathways. The purpose is not to track a student, but to provide an opportunity to develop a vision of his/her future and make choices based on that vision. If you have any questions regarding the pathway program, please contact your child's counselor.

What factors should my child consider when choosing electives?
Your child should consider three factors when choosing elective courses: broadening experiences and interests, exploring a career interest in greater depth, and pursuing increased academic rigor.

What decisions should my child consider that will influence his/her success on the SAT?
Performance on the SAT has scholarship implications and impacts opportunities to attend particular colleges. You and your child should consider the following: Taking an SAT-prep course increases your child's chance for success on the SAT. It helps students understand test-taking strategies while reviewing the content of the test. The ideal time to take our SAT-prep course is the second semester of the junior year. If that is not possible, then the first semester of the senior year. The math portion of the SAT is arithmetic, algebra, and geometry. The higher the level of math, the greater the chance for success. We recommend that students take four (4) credits of math during high school.

RIGOROUS coursework is the key to success. Dulaney students who take the most rigorous coursework normally have the highest SAT scores. The registration process is one of the most important times of the year for each and every student. It provides each student with the opportunity to design his/her future. You have the opportunity to influence those decisions through dialogue, sharing information, asking critical questions, and helping your child set goals and design a plan to achieve those goals. Let us support your efforts, by seeking our advice and counsel.

(This article first appeared in the February 2003 issue of the PTSA Bulletin)

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