Course Levels

In selecting courses, students should consider not only the course content but also the academic level at which the course is offered. A course offered at more than one level provides all students with the opportunity to experience its content. The level at which a student elects a course determines the depth and extent of content study. These levels include:

Advanced Placement (AP), Concurrent Enrollment (CE), Honors (H), College Prep (CP), Foundation (FOU)

CONCURRENT ENROLLMENT OVERVIEWEmpty heading

BHS offers Concurrent Enrollment courses with Middlesex Community College, UMass Boston, and Lasell University. These courses are offered during the school day at BHS; students earn credits from both BHS and the university. 

What is Concurrent Enrollment?  Concurrent Enrollment is when a high school student simultaneously earns high school and college credits for successfully completing designated “college-level” courses.

Who teaches these courses? The instructors of these courses are BHS teachers who also serve as concurrent educators at Middlesex Community College, UMass Boston, or Lasell University. 

How do students qualify for Concurrent Enrollment?  Students need to meet specific prerequisites to qualify for Concurrent Enrollment credit. The requirements are slightly different for each Concurrent Enrollment course. Typically, these prerequisites include PSAT or SAT scores and/or final exam grades in prerequisite classes.

Are students required to take Concurrent Enrollment courses?  No, since students who choose to take advantage of this opportunity must pay (a reduced fee) for college credit, they do NOT have to participate in Concurrent Enrollment.

Are students guaranteed to be part of the Concurrent Enrollment Program once they enroll in the BHS class? 

No, students must first meet the eligibility criteria for Concurrent Enrollment. After meeting the qualifying criteria,  students are required to complete a Concurrent Enrollment application and registration form and pay $126 per credit (in 2023-2024 for Middlesex Community College. As of February 2024, there is no charge for the UMass Boston or Lasell Concurrent enrollment courses.

What colleges or universities accept Middlesex Community College or UMass Boston credit?

Concurrent Enrollment courses meet the requirements of the Mass Transfer Block, which is a portable block of general education courses. While it is up to the receiving institution to determine whether the course qualifies for credit, we focus on offering Concurrent Enrollment courses that are commonly transferable. For more information on the MassTransfer Block, visit http://www.mass.edu/masstransfer/students/TransferBlock.asp or contact specific college(s) of interest.

How will my Concurrent Enrollment course be reported to any colleges I apply to?  On the BHS transcript, report card, etc., Concurrent Enrollment courses will read that the student is enrolled in the course at the honors level (e.g., Honors Calculus, Honors Psychology, Honors Programming, etc.). For students’ Concurrent Enrollment college credit to be accepted by their chosen college or university, they must request that official college transcripts be sent to that particular college. We strongly advise students to include on the Common Application and/or each individual college application that they are enrolled in any Concurrent Enrollment courses. 

Concurrent Enrollment (CE) 

Honors and AP Psychology (Intro to Psych 101)
Human Anatomy and Physiology (Bio 131)
Honors Calculus (Calculus I for Engineering & Science)
Programming 1 (Programming 1)
Latin V (Latin 101)
AP Spanish (Spanish 4 and Culture)
Italian V (Italian IV and Culture)
AP Environmental Science(Environmental Studies)
Business in a Global Environment
Financial Accounting
Child Development I (EDU 122 Child Growth and Development)
Honors and AP Computer Science Principles (Intro to Computer Science) 

 *BHS is in the process of applying for additional CE courses and will update this information as needed. 

DETAILED DESCRIPTION OF CP AND H COURSE LEVELSEmpty heading

 

College Preparatory  (CP)

Honors  (H)

Content

Course content for both levels aligns with the standards outlined in the Massachusetts State Curriculum Frameworks and the BHS Portrait of a Graduate. Students in both college preparatory and honors classes have consistent opportunities to access grade-level curriculum and instruction. 

Pace

Moderate

Accelerated

Prerequisite Skills
  • Students are progressing toward proficiency in prerequisite content and skills.
  • Students have demonstrated proficiency in prerequisite content and skills.

Level of Independence
  • Students take some initiative for their learning, progressing toward independence.

  • Teachers break down long-term assignments and provide guidance to help students complete them.

  • Self-advocacy is explicitly modeled (asking for help, initiating, awareness, email correspondence with teachers, etc.).

Students are expected to increase their level of independence as they progress through high school. 
  • Students take the initiative for their learning.

  • Students independently manage deadlines.

  • Skills and content are reinforced both during class and as homework; students are expected to apply and practice skills independently and in new contexts.

  • Self-advocacy is expected; initiative-taking and intellectual risks are emphasized.

Class Activities
  • Skills are scaffolded.

  • Engagement with different audiences (peer-to-peer, student-to-teacher, public, etc.) is expected with explicit teacher instruction and support.

  • Awareness of communication expectations for different audiences (peer-to-peer, student-to-teacher, public, etc.) is expected, explicitly emphasized, and modeled.

  • Students actively engage in all class activities and are progressing toward taking ownership of their learning.
  • Some skills are scaffolded.

  • Engagement with different audiences (peer-to-peer, student-to-teacher, public, etc.) is expected.

  • Awareness of communication expectations for different audiences (peer-to-peer, student-to-teacher, public, etc.) is expected.

  • Students actively demonstrate curiosity, are invested in the class, and take ownership of their learning. 

Assignments (e.g., homework, projects, papers, research, presentations, discussions, etc.)
  • Teacher scaffolds critical thinking tasks and application to new contexts.

  • Independent reading and writing are required.

  • Independent work reinforces material introduced in class; application is guided.

  • Assessments focus on skills and content that have been explicitly taught.

  • Student awareness of the schedule and deadlines, as well as make-up work policies, is expected. Thoughtful completion of homework is expected.
  • Teacher scaffolds critical thinking tasks and application to new contexts. 

  • Significant independent reading and writing are required.

  • Independent work includes additional challenges requiring students to apply thinking and learning from classwork to new situations.

  • Assessments focus on skills and content that have been explicitly taught and require students to apply their learning in different contexts, demonstrating independent application of new skills and understandings.

  • Students are accountable for meeting deadlines, communicating with teachers, making up work on time, and completing homework thoughtfully.

 

Regardless of class level, teachers will provide accommodations to meet students’ individualized education programs and 504 plans. This guide is designed to support students and families in making informed decisions about course enrollment.