PUSD/AVID Secondary Teacher Resources

In California, the pathway to postsecondary success—whether it be a two-year or four-year college, the military, or a career—requires students to meet specific minimum goals during their high school careers. While the baseline requirements for a high school diploma are set by the state, the goals for college and career readiness are typically more rigorous.

The most critical benchmark for California high school students aspiring to attend a public university (University of California or California State University) are the A-G requirements. Meeting these requirements ensures a student is academically prepared for university-level coursework and is a fundamental step toward postsecondary success.

Here are the minimum goals California high school students should pursue to ensure success in various postsecondary pathways:

1. Achieving the A-G Requirements

The A-G requirements are a sequence of 15 year-long courses that California students must complete with a grade of "C" or better to be eligible for admission to the UC and CSU systems. These requirements are a stronger indicator of college readiness than the standard state high school graduation requirements.

The A-G subjects include:

• A - History/Social Science: Two years required. This typically includes one year of U.S. history or U.S. history and civics/American government, and one year of world history, cultures, and geography.

• B - English: Four years of college-preparatory English required.

• C - Mathematics: Three years required, covering topics in elementary algebra, advanced algebra, and two- and three-dimensional geometry. A fourth year is strongly recommended.

• D - Laboratory Science: Two years required, with a laboratory component, in two of the three foundational subjects: biology, chemistry, and physics. A third year is recommended.

• E - Language Other Than English (LOTE): Two years of the same language other than English are required.

• F - Visual and Performing Arts (VPA): One yearlong course required in a single discipline (dance, music, theater, visual arts, or interdisciplinary arts).

• G - College-Preparatory Elective: One year (two semesters) chosen from a list of approved courses beyond those used to satisfy A-F requirements.

2. Academic Performance and GPA

While meeting the A-G requirements with a "C" or better is the minimum standard for eligibility, a strong academic record is essential for competitive college admissions and many career pathways.

• Maintain a strong GPA: Colleges and universities often look for a GPA of 3.0 or higher. Students aiming for highly selective four-year universities should strive for an even higher GPA, particularly in A-G courses.

• Challenge oneself with rigorous coursework: Taking honors, Advanced Placement (AP), International Baccalaureate (IB), or dual enrollment courses can demonstrate academic rigor, potentially earn college credit, and improve a student’s weighted GPA.

3. Career and Technical Education (CTE) and Experiential Learning

For students pursuing careers, including those that involve military service or vocational training, integrating Career and Technical Education (CTE) and experiential learning into their high school experience is crucial.

• Participate in CTE programs: CTE courses and pathways offer hands-on training and knowledge aligned with specific career fields.

• Engage in internships and work-based learning: These opportunities provide valuable real-world experience, help students develop essential skills, and build professional networks.

• Develop technical and interpersonal skills: Postsecondary success in any pathway requires strong communication, problem-solving, and collaboration skills.

4. Holistic Development and Extracurricular Activities

Beyond academics, colleges and employers seek well-rounded individuals who demonstrate initiative, leadership, and community engagement.

• Participate in extracurricular activities: Involvement in clubs, sports, and community service can showcase a student's interests, passions, and ability to balance responsibilities.

• Develop leadership skills: Taking on leadership roles in school organizations or community projects demonstrates initiative and responsibility.

5. Transition Planning and Goal Setting

Early and continuous planning for postsecondary life is vital for all students.

• Develop measurable postsecondary goals: Students should define their vision for adult life in terms of employment, education/training, and independent living (if applicable).

• Utilize school counseling services: High school counselors can provide guidance on course selection, college applications, and career exploration.

• Explore career options and connect with mentors: Engaging in job shadowing or mentoring programs can provide valuable insight into different fields.

By focusing on these minimum goals—meeting and exceeding A-G requirements, maintaining a strong academic record, pursuing CTE and experiential learning, and engaging in holistic development and transition planning—California high school students can significantly increase their chances of success in their chosen postsecondary pathway.

Advancement Via Individual Determination (AVID) is a program designed to support students, particularly those in the "academic middle" and those traditionally underserved in higher education, in preparing for and succeeding in rigorous postsecondary pathways. AVID achieves this by providing a structured approach to academic skills, college and career readiness, and a supportive community.