By Kara McMahon, Founder, Admissions by Design
One of the quickest ways I get parents mad at me? Tell them their teenager should take calculus.
Usually, the next question is: “But wouldn’t an A in AP Statistics look better?”
My answer starts with a question of my own: What does your student want to study, and where are they hoping to apply?
Because that changes the conversation.
Calculus won’t be the right recommendation for every student. But before a family chooses a different path, I want them to understand what that decision could mean for the colleges and majors they’re considering.
The grade is only part of the conversation
I understand why parents ask. Their teenager is working hard. Junior year is demanding. Everyone wants a strong GPA, and the possibility of a lower grade in calculus feels like an unnecessary risk.
But when I review a student’s course choices, I’m looking beyond the grade they might earn. I’m considering how those courses prepare them for what comes next.
A student interested in engineering needs a different conversation about math than a student interested in history. A student considering business needs us to look closely at the expectations of the particular business schools on their list.
AP Statistics can be an excellent course. Having “AP” in the title, however, doesn’t make it an interchangeable substitute for calculus.
For example, Notre Dame’s published admissions guidance recommends calculus for students interested in STEM, business, and economics, and specifically advises against substituting statistics for calculus in those areas. That is useful information to have before choosing senior-year classes.
New research gives families another reason to pay attention
A September 2026 working paper examined how calculus influenced admissions recommendations for prospective engineering students.
Researchers conducted an experiment involving 292 admissions officers reviewing simulated applications. Applicants without calculus were about 16 percentage points less likely to receive an admission recommendation, even when calculus was unavailable at their high school.
That finding deserves attention. It also deserves a careful explanation.
These were simulated application reviews, not actual admissions decisions. The study focused on engineering applicants. It does not tell us that every student needs calculus or that taking it guarantees admission.
It does suggest that calculus can carry meaningful weight in selective engineering admissions, including in circumstances where students have limited control over access to it.
For me, that reinforces the importance of discussing the math pathway early enough for families to make informed decisions.
Here’s how I make the recommendation
Before recommending calculus, I want to understand four things:
1. Is the student prepared?
How are they doing in their current math course? What does their teacher recommend? Have they developed the foundation to move forward successfully?
A student earning solid grades who feels nervous about calculus needs a different conversation from a student struggling with essential algebra skills. Both deserve thoughtful guidance.
2. What might they want to study?
If engineering, math, or another quantitative field is a serious possibility, I want us to examine the pathway to calculus closely. For business and economics, I want to check the expectations of the individual programs.
Students do not need to have their entire future figured out. But their current interests should help inform their course choices.
3. What do their colleges expect?
We need to read the actual admissions guidance, including requirements and recommendations for the intended college or major.
A university’s general minimum math requirement may not tell the whole story for an engineering or business applicant.
4. What is available at their high school?
Does the school offer calculus? What prerequisites are required? Are there scheduling conflicts? Is there a suitable course level?
If calculus is unavailable, we can discuss realistic alternatives and how to explain the school’s limitations. A course that isn’t offered is a different situation from an available course a student chooses to skip.
So, is a B in calculus better than an A in AP Statistics?
I know families want a straightforward answer. I would want one, too.
But I can’t responsibly answer that question without knowing the student.
For a prepared student considering engineering at a college that expects calculus, I would be cautious about choosing statistics simply because the family anticipates a higher grade.
For another student, statistics may be a thoughtful, appropriate choice.
And if calculus would mean placing a student into a course they are not ready to handle, we need to address that honestly. Their preparation, overall workload, and well-being belong in the conversation.
The goal is a strong academic plan the student can manage and that supports the options they want to pursue.
This conversation should start before senior year
By the time a family asks whether their senior should take calculus, earlier course choices may already have narrowed the options.
That’s why I encourage families to understand the math sequence in ninth and tenth grade. Ask what the current pathway leads to by senior year. Ask about prerequisites. Revisit the plan as interests develop.
Early planning gives us time to make thoughtful adjustments.
After more than 20 years in college admissions and counseling, I know some of the most useful conversations are the ones families don’t particularly want to have.
Calculus is sometimes one of them.
I keep bringing it up because I want families to understand the decision while they still have time to make it.
Choosing next year’s courses? Before submitting the schedule, look at your student’s preparation, possible majors, and the expectations of the colleges they’re considering. That’s where I would start.