English
English course work should allow the student to develop a basic command of language, sentence, paragraph, and essay skills through reading and writing.

Any writing experience should allow for logical development and organization and should be recursive in nature. Practice should be stressed to achieve competency. Key writing characteristics should be covered, including language and diction, grammar and mechanics, sentence structure, paragraph structure, and writing organization.

Course work should provide students with substantial opportunity to develop strong communication skills in expository writing using edited American English.

The development of reading skills is also important. Analysis of literature might encompass thesis recognition, use of paraphrasing, analyzing and evaluating ideas, and relating personal viewpoints through discussion. Any study of literature would probably also involve the analysis of character, plot, image, symbolism, theme, point of view, and structure.

In addition, students should study significant works of American and world literature, become proficient readers, and learn basic library research processes and strategies.

Mathematics
The minimum core of mathematics, required for general admission by state-assisted institutions of higher education in North Carolina essentially consists of three units, based upon the traditional sequence of algebra I, geometry, and algebra II.

Any combination of three units that develop the same concepts, skills, and understandings found in the traditional sequence or the alternative curricula would be fully acceptable. However, mathematics courses in "experimental," "integrated," "technical," or "unified" curricula are not always recognized by admissions counselors. Therefore, high schools must be willing to certify that such courses include the necessary concepts, skills, and understandings among their educational goals. It is the responsibility of the principal and/or guidance counselors of each high school to confer with their mathematics faculty and confirm which three-course mathematics sequences meet the above criteria.

All college-intending students regardless of their perceived interests or prospective majors, should experience mathematics in their senior year so that they may be ready for the competitive challenges that lie ahead. A fourth unit of mathematics is recommended.

Algebra I: Basic topics including linear equations and systems of equations, integer exponents, polynomial products, factoring, together with the analysis and solution of word problems.

Geometry: Basic properties of geometric figures in two and three dimensions, applications of geometric formulas, right triangle, trigonometry, basic postulates of Euclidean geometry, and construction of proofs of geometric theorem. Experience in visualizing and drawing in two and three dimensions is important.

Algebra II: Extensions of algebra I including quadratic equations (and the method of completing the square), complex numbers, polynomials, rational expressions, graphs of functions, fractional exponents, radials, linear and quadratic inequalities, absolute value inequalities, arithmetic and geometric sequences, the binomial theorem, together with the analysis and solution of word problems.

Fourth Year Recommendations: Some high schools also are able to offer a course in probability and statistics, or in computer programming, or in precalculus or calculus. These courses are valuable college preparatory courses for students who can take them in addition to the courses described above.

Science
Science course work should stress an inquiry method of learning which will allow the student to synthesize scientific ideas through problem solving. Utilization of facts is most important. Courses should strive for an analytical approach which is objective and logical.

Course content should cover identifying and defining scientific problems, suggesting hypotheses, interpreting data, doing quantitative and symbolic reasoning, making comparisons, distinguishing facts from hypotheses and opinions, and applying scientific principles and laws. Significant student laboratory experiences should be part of each course to reinforce concepts. Such exploratory and investigative activities should employ observation, measurement, quantification, and estimation skills.

Finally, it is essential that course work allow the student to become familiar with scientific vocabulary through the reading of magazines and books in the field and through the writing of reports.

Social Studies
Social studies course work should enable students to develop an idea of how their cultural heritage evolved. It should provide a knowledge of how they can participate in our democratic process and how our democratic institutions interact with our free enterprise system.

Such course work should facilitate the development of problem-solving learning skills, objective analysis, historical research and writing, inquiry techniques, discussion skills, tolerance of conflictive viewpoints, note taking, and essay composition. In addition, courses should also provide in-depth study, incorporate significant library usage and emphasize extensive report writing.