• Focus on exploring your academic interests
• Get involved with extracurricular activities in & out of school
• Talk with your school counselor about academic options for next year. 
• Review YouScience results for career interests and learner profile 

• Continue to focus on and explore your academic interests. 
• Explore extracurriculars and consider becoming more invested in some of those extracurriculars. Look for leadership opportunities.
• Consider taking the PSAT in October
• Attend a 10th grade meeting with your school counselor(highly recommended). School counselors send invites to students and families in the Fall of a students 10 grade year. 

Fall

• Begin the year meeting with your school counselor to discuss future plans 
• Commit to having a strong academic performance. 11th grade grades are typically the last official grades colleges will see after you apply in 12th grade. 
• Become familiar with SCOIR and it's features exploring college options. See your school counselor for questions. 
• Begin researching and building a list of colleges
• Take the SchoolDay SAT and determine testing plan moving forward

Spring 

• School Counselor visits classroom to present on the college application process to all 11th grade students
• Attend college kick off event on Zoom for 11th grade students 
• Finish 11th grade in the best possible academic standing
• Continues building a list of colleges
• Align senior year courses to major 
• Create a family plan for the college process. A recommended resource from the school counseling team is The Truth About College Admissions
• Discuss financial options with your family 
• Use net price calculator and/or MyIntuition to better understand what attending a given college might cost. 
• Schedule college visits 
• Ask for letters of recommendation from 2 teachers after April Break 

 

Fall 

• School Counselors visit classroom to offer a workshop on the common application completion and using SCOIR to all 12th grade students in the first weeks of school
• Attend college night for seniors 
• Meet with your school counselor to discuss application timeline and plan 
• Finalize college list into a balance of reach, target, and choice/likely
• Map out college application timeline(SCOIR is incredibly helpful for this task)
• Sort colleges in the "applying" column in SCOIR. This step is needed for School Counselor to send the needed documents to colleges(transcript, rec letters, list of seniors courses, school profile etc...)

Spring 

• Keep your school counselor updated on admissions results and plans
• Complete 12th grade is good academic standing. Colleges do look at 2nd semester of 12th grade and can retract offers should performance fall significantly below that of when you applied. 

Standardized testing can play a significant role in college admissions, though many institutions are now test-optional. The SAT, PSAT, ACT, and AP exams all assess college readiness in different areas. Strong scores on these exams can boost your application and scholarship chances. Here in our Interstate School District, New Hampshire residents can access free test prep courses through VLACS. All students can access free SAT bootcamps through Schoolhouse.World. 

Some student and families decide to pursue private test prep and tutoring which is not affiliated with HHS. If interested, please contact your students school counselor for a list of crowd sourced services. 

The PSAT, or Preliminary SAT/National Merit Scholarship Qualifying Test, is often seen as a precursor to the SAT. While it serves as valuable practice, its significance extends beyond test preparation. The test is now fully digital like the SAT. 

Why Take the PSAT?

1. National Merit Scholarship Qualification: A strong PSAT performance can qualify you for the National Merit Scholarship Program, a prestigious program recognizing academic excellence. The applies only to your 11th session. 
2. College Readiness Assessment: The PSAT provides insights into your college readiness by measuring your skills in reading, writing, and math.
3. SAT Practice: The PSAT's format and content closely mirror the SAT, making it an excellent opportunity to familiarize yourself with the test and identify areas for improvement.

Navigating the SAT Landscape: A Guide for College-Bound Students

The college application process has undergone a significant shift in recent years, with many colleges and universities adopting test-optional policies. This means that students now have the option to submit their SAT scores along with their applications, but it is no longer a mandatory requirement.

What Does Test-Optional Mean?

Test-optional schools allow students to decide whether or not to submit their SAT scores. This flexibility empowers students to highlight other aspects of their applications, such as their academic records, extracurricular activities, and personal essays.

The Importance of a Plan

While the test-optional movement has broadened the college application landscape, it is crucial to have a well-thought-out plan. Here are some key considerations:

• Research Your Target Schools: Understand the specific testing policies of each college or university you are interested in. Some schools may still consider SAT scores for scholarships or placement purposes, even if they are not required for admission.
• Assess Your Strengths: Evaluate your academic performance and standardized test scores. If you feel confident in your scores and believe they will enhance your application, consider submitting them. However, if you have concerns about your scores, focusing on other aspects of your application may be a more strategic approach.
• Consult with Your School Counselor: Your counselor can provide personalized guidance based on your individual circumstances and goals. They can help you weigh the pros and cons of submitting your SAT scores and develop a comprehensive college application strategy.

Additional Resources

• FairTest: This organization provides a comprehensive list of test-optional and test-free colleges and universities.
• College Board: The College Board offers resources on SAT preparation, test dates, and score reporting.

Remember, college is a match to be made not a prize to be won. By carefully considering your options and developing a personalized plan, you can navigate the SAT landscape with confidence and increase your chances of admission to a balanced set of schools. 

Advanced Placement Opportunities

The AP Exam Option

At Hanover High School there are many challenging, advanced level courses, some of which are AP compatible.  Students who take these courses may wish to explore the AP exam option.  While Hanover High School does not offer AP courses as such, many classes may include preparation for the national AP exams, which test a prescribed body of knowledge and/or skills.  Depending on the college and the grade earned on a given exam, students may receive credit toward college graduation or may place out of introductory college courses.  It should be noted that AP courses are not required in order to take AP exams.  Here are some questions and answers to help you determine if exercising the AP exam option is to your benefit:

 

Will taking the AP exams help save me time and money in college?

Seniors in particular are strongly advised to check with the colleges in which they are interested to find out how, if at all, these colleges and their departments use and view AP exams.  Seniors will also want to find out what scores are considered acceptable.  Further, check to see if SAT II's qualify as placement exams.  Also, students should inquire as to whether college departments give their own placement exams or use still other exams to exempt or give credit for introductory courses.  Doing so will help determine if taking the exams and meeting the requirements will be of benefit in college.

 

Will there be AP Exam discussion and notification in relevant courses?

For each AP exam associated with a relevant or recommended course (i.e. Honors Biology and the AP Biology exam), teachers will include information about AP exam preparation in their course standards documents and will discuss such preparation prior to the school break in February.  For semester courses that meet in the first semester (i.e. Probability and Statistics for the AP Statistics exam), teachers will discuss AP exam preparation prior to the end of the first semester.

 

Will I be able to accommodate AP exam preparation within my schedule?

If you are planning to take AP exams during your high school career, consider carefully what your time will allow.  AP exams are given within a two-week period in May, a month before your regularly scheduled finals, and may require significant preparation, especially if you are taking multiple exams during the same period.

 

How and when do I register for AP exams at Hanover High School?

Students must register for AP exams by October 15. The Counseling Department will order exams with the College Board by the fall deadline. Students must pay in full to have an exam ordered. Full refunds are available until the fall deadline for cancelled exams, after the fall deadline, partial refunds will be available up until March 15.

 

 

Can I afford the cost of AP exams?

The fee for each AP exam is around $94. Hanover High School offers fee reductions "to qualified students with acute financial need."  For additional details on required late fees and refunds consult the most recent Guide to the AP Program, published by the College Board.   For more information or to obtain recent publications on AP exams, please visit the College Board website .

 

The AP Exams

Biology

Recommended course to prepare for the exam:  Honors Biology

Suggested school year in which to take the exam:  The May of the year in which students take the course, or the following year.

Additional expectations, if any, to prepare for exam:  

The AP biology curriculum is extensive and dictates that students perform certain labs.  The HHS biology curriculum is focused on depth as well as breadth, and labs are designed to develop students’ inquiry skills.  Therefore students who are interested in taking this exam should be prepared to review and learn a significant portion of the material on their own or with the assistance of their teacher.  Students should check with their teacher to see what AP material is not covered in their course.

Suggested test-prep strategies:  

Students should begin preparing in January at the latest with a published study guide.  Use of these books should include taking of one or two practice tests.  Taking these tests will alert students to topics that should be reinforced prior to taking the AP exam.

For more information, contact:  Dan Falcone or Tom Hermanson

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Calculus AB or Calculus BC

Recommended course sequence to prepare for exam:
Geometry Honors; Algebra 2 Honors; Precalculus; and Calculus

Suggested school year in which to take exam:  
Students typically take the Calculus AB/BC test in May of the year in which they take Calculus A (first semester) and Calculus B (second semester).  They may take the exam in subsequent years, but the delay usually results in a lower score.  Generally, students take Calculus in the 12th grade, although a few may take it in 11th grade.

Additional expectations, if any, to prepare for exam:
Though some practice AP problems will be worked through in class, students are encouraged to do additional preparation on their own. Calculus teachers are available for help (by appointment) in the Bill Cogswell Center for Mathematics (Math Resource Center), where students can also find supplementary resources. Practice books and study guides are available in bookstores and online.

Suggested test-prep strategies:
Students should study old AP tests, available at the Bill Cogswell Center for Mathematics, and should, in April of the year in which the exam will be taken, review major topics from the course.

For more information, contact: the Math Department Coordinator.

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Chemistry

Recommended course to prepare for exam:  
Honors chemistry

Suggested school year in which to take exam:  
The May of the year in which students take the course, or the following year.

Additional expectations, if any, to prepare for exam:  
The AP chemistry curriculum is extensive and dictates that students perform certain labs.  The HHS chemistry curriculum is focused on depth as well as breadth, and labs are designed to develop students’ inquiry skills.  Therefore students who are interested in taking this exam should be prepared to review and learn some material on their own or with the assistance of their teacher.  Students should check with their teacher to see what AP material is not covered in their course.

Suggested test-prep strategies:  
Students should begin preparing in January at the latest with a published study guide. Use of these books should include taking of one or two practice tests.  Taking these tests will alert students to topics that should be reinforced prior to taking the AP exam.

For more information, contact:  Kevin Lavigne or Tom Hermanson.

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Computer Science A

Recommended course sequence to prepare for exam:
Computer Programming at Hanover High School, followed by COSC1 at Dartmouth or self-study.

Suggested school year in which to take exam:
May of the year in which COSC1 is taken, or May of the following year.

Suggested test-prep strategies:  
Students should study old AP tests, available online. In April of the year in which the exam will be taken, students should review major topics from the course.

For more information, contact: the Math Department Coordinator.

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English Literature and Composition or English Language and Composition

 

The AP English Literature & Composition and the AP English Language & Composition are very similar in structure. They both have reading comprehension sections, and they both have three required essays.  The distinction is that the Literature Test focuses both its sections on interpretive skills (theme, poetic devices, analysis, inference) while the Language Test focuses on analytical skills (use of rhetoric, tone, style, diction).  Both require close reading of source material.  Neither requires knowledge of a specific group of texts.

Recommended course sequence to prepare for the exam:

• One or two writing courses: Composition II, Advanced Prose Writing, Senior Writing Seminar (Honors).
• Power of Words (phase 3) (Language and Composition test);
• Four or five literature courses: Classic English Novels (honors), Contemporary American Culture (phase 3), Early American Literature (phase 4), Early English Literature (phase 4), Great Themes in the Humanities (phase 4), Greek Myths (phase 4), Later American Literature (phase 3), Later English Literature (phase 3), Modern American Dramatic Literature (honors), Philosophy (phase 4), Russian Literature (honors), Short Story Masterpieces (phase 3), Shakespeare (phase 4), Twentieth Century Literature (honors), World Classics (phase 3).

Suggested school year in which to take exam: 11th and/or 12th Grade

Additional expectations, if any, to prepare for exam:  
Students at HHS who enroll in rigorous phase 3, 4, and honors courses in 10th, 11th, and 12th grades and experience academic success in these classes are, for the most part, more than adequately prepared to sit for the AP English Language and Composition exam in May.

Students interested in taking this exam should take a variety of literature and writing electives (some American literature, some British literature, and some literature in translation).

Suggested test-prep strategies:  
The English Department encourages students to take rigorous courses in which they are expected to work hard, expand skills, produce high-quality essays, and take risks.  We encourage students who are planning to take an AP exam to attend the practice sessions sponsored by the English staff in February.

For this exam, as well as for all the AP exams, students can go to the College Board website.   See English tests from former years in the English Resource Center.

Additional Comments:  
The College Board does not require a specific syllabus or reading list for AP English.  In fact, because AP is a nationwide program, The College Board encourages the reading of a wide variety of literatures.  Both English AP exams—Literature and Composition and Language and Composition—are skills-based and require that students be proficient in close reading, passage analysis, and techniques of various genres, but not that they read a particular book list.

The English Department will offer test practice in February.  We urge students who plan to take one or more AP English exams to attend the practice sessions and then to sit for the exam(s) in May.

For more information, contact: Hal Bourne or Alan Haehnel.

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Environmental Science

Recommended course to prepare for exam:
Honors Earth Systems and Ecological Design

Suggested school year in which to take exam:
Students should take the AP exam in May of the year in which they take the course, which is either their junior or senior year.

Additional expectations, if any, to prepare for exam:  
Much of the material for the AP exam is covered in the Earth Systems and Ecological Design course. However, students will need to spend additional time outside of class studying those topics not included in the ESED course.   Students taking the AP Exam in Environmental Science can expect to see multiple choice as well as free response questions that test student ability to design experiments, analyze and interpret data, think analytically and apply concepts to solving environmental problems.

Suggested test-prep strategies:  A folder of students tests for the year as well as previous AP exams and grading rubrics from the College Board will be provided a few weeks before the exam.  Teacher-led review sessions may be offered depending on student interest.  Students may also purchase the Barron’s Study Guide to the AP Environmental Science Exam.

For more information, contact: Jeannie Kornfeld or Tom Hermanson

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European History

Recommended course sequence to prepare for exam:

• 9th Grade – Citizenship and World History
• 10th Grade – US History: The American Experience
• 11th Grade - Contemporary American History and Global Studies/Geopolitics
• 12th Grade - European Culture and Political Thought

Suggested school year in which to take exam:  
Students should take the AP exam in May of the year in which they complete the recommended course sequence which is either their junior or senior year.

Additional expectations, if any, to prepare for exam:  
Students who plan to take the AP European History (APEH) exam in May of their senior year are advised to indicate their interest by the end of the second quarter.  They will receive an information packet at that time with sample tests, a special AP History Booklet published by the College Board, and a list of helpful resources.  Included will be a timeline for practice/strategy sessions (about three) scheduled early in the fourth quarter.  Within the Hanover High School European Cultures course, students who plan to take APEH will select specific Document Based Questions (DBQ's) for their quarterly essay assignments.

Suggested test-prep strategies:  
Students who do additional practice drills on multiple choice questions (which will be made available by the teacher) will have an advantage on the May exam.  These questions are also found on a wide variety of websites.  Using chronologies of European History are basic to effective review.

Partial bibliography of resources to consult:

Books:  Campbell, Holt, and Walker, The Best Test Preparation for the AP Advanced Placement Examination in European History, Research and Education Association, NJ 1998

Phillips, Adrienne, Teacher's Guide to Advanced Placement Course in European History, Educational Testing Service (CEEB), Princeton, NJ, 1992  (available from CEEB).

 

For more information, contact: Liz Murray

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French Language

Recommended course sequence to prepare for exam:
French 2 Honors; French 3 Honors; French 4 Honors; French 5 Honors

Suggested school year in which to take exam:
It is recommended that students take the test in May of the year they take French 5 Honors, usually the senior year. Particularly advanced students may be prepared by the end of French 4 Honors.

Additional expectations, if any, to prepare for exam:
All grammar, phonetics and conversation lessons appropriate to the AP test are covered in French 5 Honors prior to the exam.  Students are advised to buy a copy of a recent French AP preparation book (post-2014, when the exam was revised), read the testing guidelines, review sections, and complete at least one sample of each section of the exam. Students are also encouraged to use the French AP online tools provided by the College Board. Students will complete at least one practice exam in class and can seek guidance and extra practice with their teacher during X-hours.

Suggested test-prep strategies:
Practice reading, writing, speaking, and listening to French everyday throughout the year.  In addition, online sites are available for weekly aural practice and assessment.  Many resources are available through the instructor’s website, the Internet and at bookstores and libraries.

Partial bibliography of resources to consult:

Lenard, Yvone.  Trésors du temps:  Niveau avancé.  New York:  Glencoe, 1997 (a textbook that serves as our historical anthology).

Sturges, Hale II, Linda Cregg Nielsen, and Harry L. Herbst.  Une Fois pour Toutes.  Deuxième Édition.  New York:  Longman Publishing Group, 1992 (a basic text).

Léon, Monique.  Exercises systématiques de prononciation française.  Paris:  Hachette/Larousse, 1976 (speaking and listening resource).

Vigner, Gérard.  Parler et convaincre.  Paris:  Hachette (Collection Outils), 1979 (speaking and listening resource).

Amiry, Liala, M.A., AP French, 3rd Edition, New York: Barron’s Educational Series, Inc. 2007

 

For more information, contact: Jean Vigneault, Thomas Cochran, and Maureen Doyle.

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German Language

Recommended course sequence to prepare for exam:
German 1, German 2 Honors, German 3 Honors, German 4 Honors, (German 5 Honors)

Suggested school year in which to take exam:
It is recommended that students take the AP German Language and Culture exam in May of the year following a successful completion of the German Language Diploma 1 (B1 level), which typically translates to the end of their fourth or fifth year of language studies.

Additional expectations, if any, to prepare for exam:
The new AP German Language and Culture exam focuses communication and cultural awareness with a focus on topics like global challenges, science and technology, contemporary life, personal and public identities as well as families and communities – all topics covered by the regular curriculum. The German Language Diploma (DSD 1) serves as a great practice exam. Extra preparatory material on relevant topics will be available from your teacher.

Suggested test-prep strategies:
Practice reading, writing, speaking, and listening German everyday throughout the year.  In addition, online sites are available for weekly aural practice and assessment.  Many resources are available on the Internet and at bookstores and libraries. (For further details on resources consult with your German teacher.)

 

Partial bibliography of resources to consult:

Textbook series:  Genial Klick 1 (to 3 eventually; A1, A2, B1): Berlin & München, Langenscheidt KG, 2011. Berliner Platz 1-3 (A1, A2, B1): Berlin, Wien, New York: Langenscheidt KG, 2004. Optimal A1, A2, B1: Berlin, Wien, New York: Langenscheidt KG, 2005. Aspekte B1+, B2, C1: Berlin, Wien, New York:: Langenscheidt KG, 2008.

Grammar books:  

Klapper, John; McMahon, Trudi: Neue kommunikative Grammatik. A Communicative Grammar Worktext with Written and Oral Practice. Lincolnwood, IL: National Textbook Company, 1996.

Reimann, Monika: Grundstufen-Grammatik für Deutsch als Fremdsprache. Ismaning, Bayern: Hueber-Verlag. 2010.

Culture and society:  

Kaufmann, Susan; Rohrmann, Lutz; Szablewski-Cavus: Petra: Orientierungskurs Deutschland. Berlin, Wien, New York: Langenscheidt KG, 2007.

Literature:  

Böll, Heinrich: Wanderer, kommst du nach Spa … Erzählungen. München: Deutscher Taschenbuchverlag, 1967 (1997).  Borchert, Wolfgang: Das Gesamtwerk. Hamburg: Rowolt Verlag GmbH, 1949 (1991). Brussig, Thomas: Leben bis Männer. Frankfurt am Main: Fischer Taschenbuchverlag, 2001. De Bruyn, Günter: Zwischenbilanz: Eine Jugend in Berlin. Frankfurt am Main: Fischer Taschenbuchverlag, 1994 (1997).

Hesse, Hermann: Unterm Rad. Leipzig: Philipp Reclam jun. , 1986

Wallraff, Günter: Aus der schönen neuen Welt. Expeditionen ins Landesinnere. Köln: Kiepenheuer und Witsch, 2009.

 

For more information, contact: Yuliya Ballou.

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Latin

Recommended course sequence to prepare for exam:
Latin 1 Honors; Latin 2 Honors; Latin 3 Honors; Latin 4 Honors; Latin 5 Honors.

Suggested school year in which to take exam:
Designed for college-level work, the test’s questions are rather sophisticated, requiring a more mature mind for both the interpretation of the texts' themes and the composition of answers. Consequently, it is best to take the test in the junior or senior year.

Additional expectations, if any, to prepare for exam:
The AP syllabus, including Caesar’s Commentaries on the Gallic Wars and Vergil’s Aeneid, is covered over the span of two courses: Latin IV Honors and Latin V Honors. Students in these classes will read and translate the passages in the syllabus at a rigorous pace, practicing those skills they would need on the AP test and, conceivably, in a college-level Latin course. Lessons will include translation (prepared and sight), reading comprehension, textual analysis, poetic scansion, oral presentations, essay writing, and a study of the cultural and historical contexts surrounding the passages. Students will also work with AP-style problems as practice for the exam. As the pace of this course will be determined, to some extent, by the abilities and skills of its students, the class may or may not cover the entire AP syllabus by the actual exam date. Therefore, students hoping to take the AP exam should notify the instructor of their intentions as early in the year as possible so that additional time may be set aside for the purpose of preparing those students for the exam.

Suggested test-prep strategies:
A student needs to work daily on the material in the syllabus up to the very day of the exam. The requirements are rigorous and specific. Because the AP Latin syllabus is so prescribed, familiarity with this course of study in its entirety is a necessity; students without formal coursework on Caesar’s Commentaries on the Gallic Wars and Vergil’s Aeneid would probably find the exam extremely difficult. In addition, the College Board has placed an increased emphasis on sight reading, and the AP Latin exam will reflect that change in an effort to enhance students’ ability to read at sight. For prose, they recommend additional practice in such authors as Nepos, Cicero (though not his letters), Livy, Pliny the Younger, and Seneca the Younger. For poetry, they recommend selections from the works of Catullus, Ovid, Martial, and Tibullus. The College Board also suggests that students practice sight translating passages of Caesar and Vergil outside the AP syllabus.

Bibliography of primary resources to consult:

Boyd, Barbara Weiden. Aeneid: Selected Readings from Books 1, 2, 4 and 6. Wauconda, IL: Bolchazy-Carducci, 2012.

Hammond, Carolyn, tr. Julius Caesar: The Gallic War. Oxford: Oxford U Pr, 1996.

Mandelbaum, Allen, tr. The Aeneid of Virgil: A Verse Translation. Berkeley, CA: University of California Press, 1971.

Mueller, Hans-Friedrich. Caesar: Selections from his Commentarii De Bello Gallico. Wauconda, IL: Bolchazy-Carducci, 2012.

 

Additional reading:

Clauss, James. “Vergil’s Aeneas: The Best of the Romans.” In Approaches to Teaching Vergil. W. S. Anderson and L. N. Quartarone (eds.), Modern Language Association, 2002. 87-98

Everitt, Anthony. Augustus. New York: Random House, 2006.

Poschl, Viktor. “Basic Themes: A Storm at Sea.” In The Art of Vergil: Image and Symbol in the Aeneid. Ann Arbor: University of Michigan, 1970.

Quinn, Stephanie, ed., Why Vergil? A Collection of Interpretations. Wauconda, IL: Bolchazy-Carducci, 2000.

Yavetz, Zwi. “Julius Caesar and His Public Image.” Aspects of Greek and Roman Life. Ithaca: Cornell University Press, 1983.

 

For more information, contact: Brian Glenney or Brady Eskilson.

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Physics B

Recommended course sequence to prepare for exam:

• Science— Methods in Science; Honors Chemistry; Alpha Physics
• Math—Geometry Honors; Advanced Algebra Honors, Pre-Calculus Honors

 

Suggested school year in which to take exam:
Students should take the AP Physics B exam after completing the above listed courses, usually in their senior year.

Additional expectations, if any, to prepare for exam:
All topics tested in the AP Physics B exam are covered in Honors Physics.  However, because the speed at which topics are covered in this course varies, depending on the student population and its interest and talents, some topics may be covered in more or less depth.  To ensure adequate coverage of every topic area in the AP Physics B exam, students should purchase and use one of the several AP Physics test preparation books (see bibliography below).  Also, students should be aware that a portion of the AP Exam is dedicated to electricity and magnetism and a majority of this topic is covered after the early May date of the AP Exam.  We do not recommend that students take the Physics C exam. 

 

Suggested test-prep strategies:
As suggested above, an AP Physics test preparation book should be purchased and used. Use of these books should include taking of one or two practice tests.  Taking these tests will alert students to topics that should be reinforced prior to taking the AP exam. Students should contact their Physics teacher to arrange help sessions if they desire.

 

Partial bibliography of resources to consult:  

AP Physics B & C (REA) – The Best Test Prep for the Advanced Placement Exam:  5^th Edition (est Prepe) by s. Brehmer, Boris Korunsky, James L. Love, L. Brown, M.L.

How to Prepare for the AP Physics B (Barron’s How to Prepare for the AP Physics B Advanced Placement Examination by Jonathan S. Wolf

AP Physics B 2005: Apex Learning Guide (Kaplan AP Physics B & C) by Connie Wells, Hugh Henderson

Cliffs – AP Physics B & C by James R. Centorino

AP Advantage:  Physics B by James Mooney

 

For more information, contact: Sally Hair or Tom Hermanson.

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Spanish Language

Recommended course sequence to prepare for exam:
Spanish 1, Spanish 2 Honors, Spanish 3 Honors, Spanish 4 Honors, Spanish 5 Honors

Suggested school year in which to take exam:
It is recommended that the students take the test in May of the year they take Spanish 5 Honors.

Additional expectations, if any, to prepare for exam:
The students should attend their regular class 4-5 times a week and then, during second semester, meet with the instructor and other students interested in taking the exam during the X period, and possibly during other free times, to practice more intensely the skills they are acquiring through the regular curriculum. They will be required to complete additional readings, listen to audio files, write compositions, make oral presentations, and practice recording oral responses to questions. They will also take practice exams after the winter break.

Suggested test-prep strategies:
Students should seek exposure to oral and written Spanish (movies, songs, online newscasts, magazines, newspapers, short stories). Many resources are available within the school, the community, and online.

 

Partial bibliography of resources to consult:

Cory, Megan et al. Tejidos. (Wayside Publishing)

Couch, James H. et al. Una Vez Más. Andover, MA: Phillips Academy, 1982 (Grammar Exercises).

Día, José M. and Nadel, María F., Abriendo Paso Temas y Lecturas. (Pearson)

Duhl, Jay and Mercado, Felipe. Mastering the Advanced Placement Spanish Language Exam. (EMC Publishing)

Gatski, Barbara and McMullan, John. Triángulo Aprobado. (Wayside Publishing)

Gordon, Ronni L. and Stillman, David M. The Ultimate Spanish Review and Practice.

McGraw Hill (Second Edition)

Herrera, Carmen and Lamontagne, Paul. ¡A toda vela! (EMC Publishing)

 

For more information, contact: Jarrod Shaheen.

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Statistics

Recommended course sequence to prepare for exam:
Geometry; Algebra 2; Advanced Math, Probability and Statistics or the equivalent honors sequence.

Suggested school year in which to take exam:  
The department recommends that a student sit for the exam in May of the year in which the Probability and Statistics course is taken.

Additional expectations, if any, to prepare for exam:
Students should have familiarity with the statistical capabilities of a graphing calculator.  The material for the AP Exam in statistics is usually covered in a year-long course.  Since the HHS course is a semester course, students should be prepared to study some material independently. Students are encouraged to do their own test preparation and are welcome to come to the Bill Cogswell Center for Mathematics if they would like additional help.

Suggested test-prep strategies:  
Students should study old AP tests, available at the Bill Cogswell Center for Mathematics, and should, in April of the year in which the exam will be taken, review major topics from the course.

Partial bibliography of resources to consult:  

For a more complete listing consult your teacher:

Bock, Velleman, DeVeaux, Stats: Modeling the World, Boston: Pearson, 2015

Annenberg/CPB, "Against All Odds:  Inside Statistics,"  (twenty-six 1/2-hour-long videos) Burlington, Vermont:  The Annenberg/CPB Collection, 1989. Available in the HHS Media Center

Starnes Daren S., Yates, Dan, Moore, David S.:  The Practice of Statistics, New York, NY: W. H. Freeman, 2010 (textbook)

For more information, contact: the Math Department Coordinator.

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U.S. History

Recommended course sequence to prepare for exam:

• 9th grade – Citizenship and World History
• 10th grade - U.S. History: The American Experience
• 11th grade –Contemporary American History/Geopolitics; those planning to take the AP exam should request CAH for the first semester.

Suggested school year in which to take exam:
Junior year would be the best time to take the exam, since that would be soon after students have completed CAH.

Additional expectations, if any, to prepare for exam:  
Students will be expected to attend an informational meeting in the fall and in February of junior year.  These will be held during activity period.  During the fall meeting, information on the exam, including cost, will be given as well as an update on web sites, review books and other resources.  In addition, the fall meeting will provide an opportunity to meet with others who are taking the test and to form study groups.  The spring meeting will provide an opportunity to encourage study groups to meet and to go online in order to look at the Document Based Questions (DBQ's) that are posted each spring by various high schools on their web pages.

Suggested test-prep strategies:  
Students should practice answering DBQ's, available in the Resource Center.  They should read Doing the DBQ, a College Board publication, and they should investigate and use support materials available on the Internet, at the Resource Center, and at the Dartmouth Bookstore.  In addition, students should do practice AP tests, which are available in the Resource Center, and they should visit the College Board AP web site.

Partial bibliography of resources to consult:  

Books:

AP in United States History, Research and Education Association, 61 Ethel Road West, Piscataway, NJ.

Acorn Guide to AP U.S. History.  Acorn has a popular series of AP guides.

For more information, contact:  Pam Custer.

 

The ACT: A Comprehensive College Readiness Exam

The ACT is a standardized test used for college admissions in the United States. It assesses students' readiness in four core areas: English, Mathematics, Reading, and Science.

Why Take the ACT?

1. College Admissions: Many colleges and universities use ACT scores as a factor in their admissions decisions. A strong ACT score can enhance your application and increase your chances of admission to competitive schools.
2. Scholarship Opportunities: Numerous colleges and universities offer scholarships based on ACT scores. A high score can significantly reduce your college expenses.
3. Course Placement: Some colleges use ACT scores to place students in appropriate courses, ensuring a smooth academic transition.

The Test-Optional Movement and the ACT

As with the SAT, many colleges and universities have adopted test-optional policies, allowing students to choose whether or not to submit their ACT scores. While this flexibility empowers students, it's essential to weigh the potential benefits of submitting your scores.

Hanover High School in not a testing site for the ACT. Interested student must find an outside testing center through the ACT website. 

General LD Information Sites

National Center for Learning Disabilities

Think College

Rise Scholarship Foundation

Colleges with Programs for Learning Disabled Students

UCONN-Disability Information

National Resource Center on ADHD

The College Solution

Fiske's List of Colleges with Good Learning Disability Support

Beacon College

Dartmouth College

DePaul

Keene State College

Lynn University

Mitchell College

Northeastern University

The University of Arizona

UCONN

The University of Vermont

University of New Hampshire

LesleyCollege Threshold

Mansfield Hall, Burlington

College Living Experience

Chapel Haven

Comprehensive Support

Riverview School

Test Optional Colleges

• Recognize that increased academic demands will require more academic support.

   
• Services received in high school will not automatically follow students to college.

   
•  Not all accommodations granted in high school are considered reasonable in college.

   
•  Students can choose not to use college accommodations; it is better to have them and not use them, than to not have them and seek them after falling behind.

   
• Locate the documentation of your disability from high school to ensure that you have appropriate and updated documentation for the application process.

•  Most documents should typically be dated within three (3) years of starting college.

   
•  Documentation that is not current but otherwise meets College guidelines may qualify the student for one semester of provisional accommodations while the student seeks re-evaluation.

   
•  Parents may have to seek out and pay an outside provider for private testing.
  

•  It is recommended that students have information as up-to-date as possible that reflects the most recent services they were provided.

   

• Take advantage of college tours, college presentations, etc. to find out as much information as possible about the application process and the services offered.
   
• Use the college’s website to gather information about the application process, especially deadlines and documentation guidelines.
   

• Course grades are based more on performance and achievement as compared to the flexibility of some high school grades utilizing effort and participation.
   
• Academic demands will be higher in college courses. If your college offers it, the Introduction to College/Introduction to University Life, College Success Skills type course will be helpful as it covers topics such as study skills and time management.
   
• Students will be considered adults and will have adult decisions to make about class schedules, course selection, managing time, etc., and can expect adult consequences as well.
   

• Learn how to communicate information about disability/diagnosis, strengths/weaknesses and functional limitations.
   
• Inform the college disabilities counselor immediately if barriers/concerns arise about your accommodations.
   

• Aim for a successful first semester to grow into the new environment and new role as an adult.
   
• Embrace the idea that getting good grades is more important than finishing fast. For some students, taking four courses instead of five may be a way to increase chances for academic success during the first semester.
   
• Resist comparisons with friends/other graduates. Remember that everyone learns differently and at a different pace!
   

• Under FERPA (Family Educational Rights and Privacy Act), once a student reaches the age of 18 or enters post-secondary education (i.e., college) at any age, parents no longer have the right to access the student’s records or intervene on the student’s behalf with college faculty/staff, except when given permission by the student.
   
• College staff are awaiting the opportunity to work with students as they learn how to function independently in the college environment to achieve success!